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THE EFFECTS OF MUSIC ACTIVITIES ON ENGLISH PRONUNCIATION AND VOCABULARY RETENTION OF FOURTH-GRADE ESOL (ENGLISH FOR SPEAKERS OF OTHER LANGUAGES)
STUDENTS IN TAIWAN
By
JIAN-JUN CHEN
A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY
UNIVERSITY OF FLORIDA
2011
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© 2011 Jian-Jun Chen
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To my family
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ACKNOWLEDGMENTS
Many people supported and assisted me in completing this dissertation. First, my
sincere gratitude is extended to my advisor, Dr. Timothy S. Brophy. His methodical and
generous guidance, expertise in the research process, and statistical knowledge
inspired my work. His enduring support and cordial encouragement also helped bring
this dissertation to completion.
Next, my heartfelt appreciation goes to my supervisory committee: Drs. Russell
Robinson, Kevin Robert Orr, and Liwei Gu. I am grateful to Dr. Robinson for the
opportunities and guidance he provided during my studies at the University of Florida. I
thank him for allowing me the invaluable opportunity to teach the course titled ―Music in
the Elementary Classroom‖, which inspired my dissertation topic. I also extend my
appreciation to Dr. Orr for contributing to the development of my knowledge and
musicianship. I give special thanks to Dr. Gu for his statistics knowledge. I extend my
gratefulness to all my committee members who offered their valuable time and insight.
In addition, my gratitude goes to a wonderful teacher, Yu-Lun Huang, who served
as instructor and rater of this study. Her assistance enabled me to conduct the study
efficiently. She became my dear friend who inspired and supported me during this
research study.
I would like to give special mention and appreciation to Diane Fischler for her
editorial contributions. Thanks also to Alexander Kirpich for his assistance with
statistical design. Finally, I would like to thank my beloved family members for their
support, advice, and encouragement during my doctoral studies.
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TABLE OF CONTENTS
page
ACKNOWLEDGMENTS .................................................................................................. 4
TABLE OF CONTENTS .................................................................................................. 5
LIST OF TABLES ............................................................................................................ 8
LIST OF FIGURES ........................................................................................................ 11
ABSTRACT ................................................................................................................... 12
CHAPTER
1 INTRODUCTION .................................................................................................... 14
Background of the Study......................................................................................... 14
English Learning in Taiwan .............................................................................. 14 English Learning in the United States .............................................................. 15
Research Question 1 and Null Hypothesis 1 .......................................................... 17
Research Question 2 and Null Hypothesis 2 .......................................................... 17 Significance of the Study ........................................................................................ 17
Purpose of the Study .............................................................................................. 19 Limitations ............................................................................................................... 20
Definition of Terms .................................................................................................. 20
2 REVIEW OF LITERATURE .................................................................................... 22
Philosophical Rationales ......................................................................................... 22
Summary ................................................................................................................ 25 Theoretical Rationales ............................................................................................ 26
Multiple Intelligence Theory and Learning a Second Language ....................... 26 Learning Styles for Language Development..................................................... 27 Language Acquisition ....................................................................................... 28
Inner Speech .................................................................................................... 29 Music and Motivation ........................................................................................ 29 Summary .......................................................................................................... 30
Research ................................................................................................................ 31
Music Education and Language Learning ........................................................ 31 Listening..................................................................................................... 31 Speaking .................................................................................................... 31
Music and Memory ........................................................................................... 34 The Suzuki Method .......................................................................................... 35 Orff-Schulwerk Approach ................................................................................. 37 Summary .......................................................................................................... 38
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3 METHODOLOGY AND PROCEDURES ................................................................. 39
Pilot Study ............................................................................................................... 39 Results of the Pilot Study ........................................................................................ 40
Limitations of the Pilot Study ................................................................................... 41 Present Study and Research Design ...................................................................... 42
Independent Variable ....................................................................................... 42 Dependent Variables ........................................................................................ 42 Control Variables .............................................................................................. 43
English instructor ....................................................................................... 43 Textbook and Class length......................................................................... 43
Participants ............................................................................................................. 44 Study Procedures ................................................................................................... 45 Experimental Group Curriculum .............................................................................. 46
Criteria for Musical Selections ................................................................................ 46
Reliability and Validity Procedures .......................................................................... 46 Test of Language Development-Primary 3 Level (TOLD-P:3) .......................... 47
This Present Study ........................................................................................... 47 Subtest: Picture vocabulary ....................................................................... 47 Subtest: Phonemic analysis ....................................................................... 48
Data Collection and Data Analysis .......................................................................... 49
4 RESULTS ............................................................................................................... 52
Survey Questionnaires............................................................................................ 52 Students’ Demographic Information and IMMA Scores .......................................... 52
Students’ Musical Background ................................................................................ 53 Experimental Group ......................................................................................... 53 Control Group ................................................................................................... 53
Students’ English Background ................................................................................ 54 Experimental Group ......................................................................................... 54
Control Group ................................................................................................... 54 Summary .......................................................................................................... 55
Pretest Questionnaires ........................................................................................... 55
Affective Development: Student Impressions of Learning English ................... 55 Language Development ................................................................................... 56 Social Skills Development ................................................................................ 57
Data Analyses ......................................................................................................... 57 Pretest and Posttest Vocabulary Scores of the Experimental Group ............... 58
Pretest and Posttest Vocabulary Scores of the Control Group ......................... 59 Experimental Group Pretest and Posttest Pronunciation Scores ..................... 59 Pretest and Posttest of Pronunciation Scores of the Control Group ................. 59
Gender and musical experience with pronunciation and vocabulary gain scores ..................................................................................................... 61
English experience with pronunciation and vocabulary gain scores .......... 62 IMMA scores, parents’ education, and parents’ attitudes toward
students’ school work with pronunciation and vocabulary gain scores ... 62
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Reliability ................................................................................................................ 63
Posttest Questionnaire............................................................................................ 64 Affective Development ..................................................................................... 64
Social Skills Development ................................................................................ 64 Language Development ................................................................................... 65
5 DISCUSSION AND CONCLUSIONS ...................................................................... 89
Summary of the Research Findings ........................................................................ 89 English Pronunciation ....................................................................................... 89
Vocabulary Retention ....................................................................................... 90 Student Impressions Prior to and Subsequent to the Study ............................. 90
Limitations ............................................................................................................... 91 Conclusions and Implications ................................................................................. 92
Recommendations for Further Study ...................................................................... 94 APPENDIX
A INSTRUCTIONAL MUSIC TREATMENT ................................................................ 96
B PRETEST QUESTIONNAIRE: ENGLISH CLASS SELF-REFLECTION FOR PILOT STUDY ...................................................................................................... 112
C PRETEST QUESTIONNAIRE: ENGLISH CLASS AND MUSICAL INSTRUCTION ..................................................................................................... 120
D PARENTAL CONSENT ........................................................................................ 133
E MUSICAL EXPERIENCE QUESTIONNAIRE ....................................................... 140
LIST OF REFERENCES ............................................................................................. 144
BIOGRAPHICAL SKETCH .......................................................................................... 151
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LIST OF TABLES
Table page 3-1 Picture vocabulary and phonemic analysis test scores for all groups, pre-
and posttest ........................................................................................................ 51
4-1 Demographic information (N = 128) .................................................................. 66
4-2 Frequencies and percentages of students’ learning English at school in the experimental group (n = 64) ............................................................................... 67
4-3 Motivation in learning English (n = 64)............................................................... 68
4-4 Motivation in speaking English (n = 64) ............................................................. 69
4-5 Learning English with my classmates (n = 64) .................................................. 70
4-6 Independent sample t-test for the pre-vocabulary test scores between the experimental and control groups (N = 128) ........................................................ 70
4-7 Independent sample t-test for pre-pronunciation test scores between the experimental and control groups (N = 128) ........................................................ 71
4-8 Pretest and posttest vocabulary scores of the experimental group (n = 64) ...... 71
4-9 Pretest and posttest vocabulary scores of the control group (n = 64) ................ 71
4-10 Pretest and posttest pronunciation scores of the experimental group (n = 64) .. 71
4-11 Pretest and posttest pronunciation scores of the control group (n = 64) ........... 72
4-12 Pretest and posttest scores on the picture vocabulary and phonemic analysis subtests for all groups (N = 128) ........................................................... 72
4-13 One-way analysis of variance for effect of music activities on students’ pronunciation gain scores ................................................................................... 72
4-14 One-way analysis of variance for effect of music activities on students’ vocabulary gain scores ....................................................................................... 72
4-15 One-way analysis of variance (gender and pronunciation gain scores) ............. 73
4-16 One-way analysis of variance (gender and vocabulary gain scores) ................. 73
4-17 Multiple analysis of covariance (musical experience and pronunciation gain scores) ................................................................................................................ 73
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4-18 Multiple analysis of covariance (musical experience and vocabulary gain scores) ................................................................................................................ 74
4-19 One sample t test (students currently taking private music lessons in the experimental and control groups and pronunciation gain scores) ....................... 74
4-20 One-way analysis of variance post hoc test (the number of years of English instruction and pronunciation gain scores) ......................................................... 75
4-21 One-way analysis of variance post hoc test (the number of years student has taken English lessons and vocabulary gain scores) .................................... 76
4-22 Multiple analysis of covariance (English experience and pronunciation gain scores) ................................................................................................................ 77
4-23 Multiple analysis of covariance (English experience and vocabulary gain scores) ................................................................................................................ 78
4-24 General linear model (GLM) analysis of variance to examine pronunciation gain scores with IMMA-tonal scores ................................................................... 78
4-25 General linear model (GLM) analysis of variance to examine vocabulary gain scores with IMMA-tonal scores ........................................................................... 79
4-26 General linear model (GLM) analysis of variance to examine pronunciation gain scores with IMMA-rhythm scores ................................................................ 79
4-27 General linear model (GLM) to examine vocabulary gain scores with IMMA-rhythm scores ..................................................................................................... 79
4-28 General linear model (GLM) analysis of variance to examine pronunciation gain scores with IMMA composite scores ........................................................... 80
4-29 General linear model (GLM) analysis of variance to examine vocabulary gain scores with IMMA composite scores .................................................................. 80
4-30 One-way analysis of variance post hoc test (father’s education and pronunciation gain scores) ................................................................................. 81
4-31 One-way analysis of variance post hoc test (father’s education and vocabulary gain scores) ...................................................................................... 82
4-32 One-way analysis of variance post hoc test (mother’s education and pronunciation gain scores) ................................................................................. 83
4-33 One-way analysis of variance post hoc test (mother’s education and vocabulary gain scores) ...................................................................................... 84
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4-34 General linear model (GLM) analysis of variance to examine pronunciation gain scores with parents’ attitudes toward students’ schoolwork ........................ 85
4-35 General linear model (GLM) analysis of variance to examine vocabulary gain scores with parents’ attitudes toward students’ schoolwork ............................... 85
4-36 Reliability coefficients of pretest, posttest, and pretest/posttest combined ........ 85
4-37 Motivation in learning English ............................................................................ 86
4-38 The effect of music activities on social skills ...................................................... 87
4-39 Motivation in speaking English .......................................................................... 88
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LIST OF FIGURES
Figure page 3-1 Mean gains in the picture vocabulary and phonemic analysis test scores
after treatment, by group.. .................................................................................. 51
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Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy
THE EFFECTS OF MUSIC ACTIVITIES ON ENGLISH PRONUNCIATION AND
VOCABULARY RETENTION OF FOURTH-GRADE ESOL (ENGLISH FOR SPEAKERS OF OTHER LANGUAGES)
STUDENTS IN TAIWAN
By
Jian-Jun Chen
May 2011
Chair: Timothy S. Brophy Major: Music Education
The purpose of this study was to explore the effects of music activities (singing,
speech and body percussion, and instrumental performance) on the English
pronunciation and vocabulary retention of fourth-grade ESOL (English for Speakers of
Other Languages) students in Chia-Yi, Taiwan. The study was conducted at an
elementary school. The student participants (N = 128) had to meet two criteria for
participation: 1) they had to be 9 to 10 years old, and 2) they had to be learning English
at the elementary school level. Students began taking English courses in the third grade
at school. English examinations were administered at the beginning of each semester.
Students were grouped into classes according to examination results. Cluster random
sampling technique was utilized and four classrooms were randomly selected for
participation in the study. Because students were grouped according to examination
results, the researcher was able to work with students who had similar levels of English
proficiency. Participants were divided into two groups: experimental (n = 64) and control
(n = 64). The experimental group students undertook a sequence of 12 weeks of music
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lessons to help improve their English pronunciation and vocabulary retention. The
control group was taught using a traditional method without music (e.g., text study
alone).
The researcher utilized a quasi-experimental research design with pretest and
posttest measurements to examine the treatment results. Results revealed that the
experimental group performed significantly better on vocabulary and pronunciation
posttests when compared to the control group. To provide additional evidence that
music contributes to language learning, survey questionnaires were analyzed.
Based on the survey questionnaire results, the experimental group students had
positive attitudes toward music activities integrated with learning English. In the
language development domain, most students agreed that music activities helped them
improve their English pronunciation, and they learned vocabulary words faster. In the
social skills development domain, responses on the posttest questionnaire showed that
most students liked learning English with classmates through music activities. In the
affective development domain, 97% of the students expressed that they liked having
music activities in English class. Results of this study support a conclusion that music
activities improve English pronunciation and vocabulary retention among fourth-grade
ESOL students.
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CHAPTER 1 INTRODUCTION
Sing joyfully to the LORD, you righteous; it is fitting for the upright to praise him. Praise the LORD with harp; make music to him on the ten-stringed lyre. Sing to him a new song; play skillfully, and shout for joy (Psalm 33:1-3)
Chapter 1 consists of a six-part overview of this research study. The first part is an
explanation of the trend toward learning English, including problems with English
language development, both in Taiwan and the United States. The second part is
comprised of the research questions. The third part specifies the significance of the
study. The fourth part presents the purpose of the study. The fifth part offers the
limitations of this study. The sixth part lists the definitions of the terms used in this study.
Background of the Study
English Learning in Taiwan
With the encouragement of the Taiwanese president, Ma Ying-Jeou, most
Taiwanese are learning to speak and read English. The president promotes
internationalization and encourages all citizens to learn English. Kindergarten education
currently places emphasis on bilingualism (Mandarin Chinese and English). Many
parents select a bilingual kindergarten so that their children can have the opportunity to
succeed from the earliest age. Beginning in the third grade, English is one of the
subjects that all students must take. English is also a required course in high schools
(The Ministry of Education, 2010). When seeking admission to universities, Taiwanese
students are required to take English examinations.
The Ministry of Education (2010) in Taiwan endorses the study of the English
language. Many universities require students to have a certain level of English
proficiency to promote global awareness and to attain the highest level of overall
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development in their professional fields. To graduate, students must attain a certain
English competency level established by college administrators. Many government
employees under the age of 40 are required to pass the General English Proficiency
Test (GEPT) or Test of English for International Communication (TOEIC). According to
the GEPT (2009), the Taiwanese government uses the GEPT test scores as a standard
for promotion.
English Learning in the United States
In their home environment, one in five Americans speaks a language other than
English. In California and Texas, second language speakers are more numerous than
native English speakers (Kottler & Kottler, 2002). Based on the 2008 U.S. Census
Bureau report of race in the United States, the number of minorities has dramatically
increased. In the year 2050, Asian and Pacific Island school-age children will reach 41
million and African Americans will reach 62 million. The Hispanic population is predicted
to reach 102.6 million. By 2050, white schoolchildren will constitute the minority in the
United States (Rong, 1998). Thus, schoolteachers need to prepare for challenges and
responsibilities related to teaching English for Speakers of Other Languages (ESOL).
In the spring of 2009, while attending an ESOL development workshop at the
University of Florida, this researcher learned of the daily challenges that ESOL students
face, as well as no available solutions to enable them to learn English. As an academic
language, English has been a barrier to school success for many ESOL students
(Cummins, 1981; Thompson, 2000). When students experience language barriers, they
often have difficulty reaching optimal achievement levels and tend to feel isolated
among their peers. Short (1991) noted that while language acts as a barrier in content-
based learning, postponement of content instruction—for the sake of language
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mastery—leads to underachievement. Based on this researcher’s experience, the
utilization of music in language learning and teaching can fulfill both cognitive and
psychological aspects. Exploring different approaches to improve the learning capacity
of ESOL students is crucial, and music education may prove beneficial to this end
(Thompson, 2000).
Since the syllables in spoken English are so unlike those in Chinese and
Taiwanese, students encounter multiple phonological problems. Fu (2003) noted that
because of the lack of certain sounds in the Chinese language, many Chinese speakers
encounter difficulty pronouncing ―/l/, /sh/, /th/, and /r/‖ (p.139) when speaking English.
Moreover, because of a lack of instructional methods, students also experience
frustration when trying to memorize vocabulary terms. Many English teachers
emphasize grammatical analysis, reading, and writing as the primary instructional
strategies. If English language instructors neglect students’ verbal skills, those students’
pronunciation of target sounds tends to suffer, and the students experience only short-
term memory of vocabulary terms.
Other strategies must be implemented to ensure long-term vocabulary
development. Limited pronunciation and vocabulary skills can reduce a student’s self-
confidence and social interaction (Morley, 1998). Research-tested methods can aid
students in overcoming obstacles associated with English acquisition. Music is an
important spiritual and aesthetic force in a person’s life (Schoepp, 2001). Many English
teachers acknowledge that music can improve language learning (Murphey, 1990). As a
medium, music can be a motivator toward engaging students. Music and songs
enhance pronunciation, accents, intonation patterns, and vocabulary development
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(Gugliemino, 1986; Schön et al., 2008; Short 1991). Modell, DeMiero, and Rose (2009)
stated that music can improve the classroom learning environment and impact student
learning. Educators can therefore utilize music in the language classroom to create a
pleasant and enjoyable environment, ultimately resulting in ESOL students reaching
their potential. Understanding the difficulties faced by ESOL children and using music as
an educational intervention may help children overcome their problems in learning
English, thus making a significant impact on a child’s life.
Research Question 1 and Null Hypothesis 1
Research question 1: What is the effect of music activities on English pronunciation among fourth-grade ESOL students in Chia-Yi, Taiwan?
Null hypothesis 1: Music activities will have no effect on English pronunciation among fourth-grade ESOL students in Chia-Yi, Taiwan.
Research Question 2 and Null Hypothesis 2
Research question 2: What is the effect of music activities on English vocabulary retention among fourth-grade ESOL students in Chia-Yi, Taiwan?
Null hypothesis 2: Music activities will have no effect on English vocabulary retention among fourth-grade ESOL students in Chia-Yi, Taiwan
Significance of the Study
English is a global language (Spring, 2006). Many countries value English as an
essential tool toward internationalization. For instance, more than 80% of elementary
students are studying English in Spain, Austria, and Norway (Adams & Hirsch, 2007).
South Korea built English villages to imitate English-speaking communities to help
children use the English language in their daily environment. Some large population
centers in China (e.g., Shanghai and Beijing) require first-grade students to begin
receiving English instruction (Adams & Hirsch, 2007). Educators must develop or find
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instructional strategies to ensure effective ways to help language learners. Fortunately,
some methods can assist students’ development of English pronunciation and retention.
Music experiences are creative endeavors that can strengthen students’ cognitive
and mental abilities (Mark, 1996). Särkämö et al. (2008) found that listening to music
stimulates a positive mood and cognitive growth. Standley and Hughes (1997) stated
that ―music activities provided pleasure and excitement about academic participation,
possibly generating long range motivation for reading and writing‖ (p. 83). Whittaker
(1981) acknowledged that songs contribute to four language learning domains:
listening, speaking, reading, and writing. Chang (2001) stated that English nursery
rhymes and chants are effective tools for students learning English. For example,
singing in the classroom gives students extra practice time with a second language.
Today, to engage the class materials and make the learning processes interesting
for students, many teachers use the flocabulary program (hip-hop music to incorporate
lesson contents) to teach vocabulary words (Fox News, 2010; The New York Times,
2005). Rapping, singing, and chanting provide the repetition needed for pronunciation
practice and vocabulary retention. Listening, playing instruments, chanting, and singing
can be effective ways to enhance critical learning and thinking skills, as well as
language acquisition. In addition, music is everlasting. Because of music’s eternal
nature, students can remember songs and continue practicing the tunes and lyrics they
learn. Music and songs are the worldwide common ground media. Linking music with
language learning would produce an interesting and innovative avenue for the language
classroom.
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However, empirical research has been insufficient regarding the use of music in
ESOL education in Taiwan. Saunders and O’ Brien (2006) also stated that the areas of
theory, practice, and empirical literature of oral language development in English
language learners are inadequate in the United States. This particular study is important
because it bears implications for future curriculum development in both Taiwan and the
United States. This study is also significant because the researcher, as a music
educator, will utilize music as a medium that may result in improved English
pronunciation and vocabulary retention for ESOL students. Results of these research
findings, combined with the existing literature, were synthesized to make
recommendations and inform teachers about how to improve instruction. Results will
also help to develop inclusive pedagogies for second language learners not only in
Taiwan but in ESOL classrooms around the world.
Purpose of the Study
The purpose of this study was to explore the effects of music activities (e.g.,
singing, speech and body percussion, and instrumental performance) on the English
pronunciation and vocabulary retention of fourth-grade ESOL students in Chia-Yi,
Taiwan. The study was conducted at an elementary school in Chia-Yi, Taiwan. Students
undertook a sequence of 12 weeks of music lessons to help improve their English
pronunciation and vocabulary retention. The researcher utilized quasi-experimental
research methods with pretest and posttest measurements to examine treatment
results. Findings from this study should offer educators practical implications for using
music activities in their classrooms. This research could offer guidelines for publishers in
Taiwan and the United States to design useful and appropriate music activities for
language learning.
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Limitations
1. The participants in this study included only 9- to 10-year-old ESOL students at an elementary school in Chia-Yi, Taiwan. Generalization extending from this research may therefore be limited.
2. The researcher investigated only the effects of music activities on English pronunciation and vocabulary retention of 9- to 10-year-old ESOL students. Other improvements that might result from the intervention, such as communication skills and academic performance, were not discussed in this study.
3. The researcher controlled only the following variables in this study: 1) students’ ages by month; 2) students’ pretest scores; 3) students’ musical and English experience, including inside and outside of school; 4) students’ music aptitude test scores on Gordon’s (1982) Intermediate Measures of Music Audiation (IMMA); 5) students’ gender; and 6) students’ posttest scores.
4. The researcher utilized only singing, chanting, speech and body percussion, and instrumental activities as instruction in this study.
5. The researcher measured only English pronunciation and vocabulary retention of 9- to 10-year-old students during the time of the study. The maturation and selection-history effect were not controlled in this study.
Definition of Terms
The following definitions are some important terms found in this study.
Aptitude: An individual’s potential for learning, as opposed to achievement, which
relates to what has previously been learned.
Audiation: The extent to which one ―hears and feels music for which the sound is
not physically present‖ (Gordon, 1986, p. 3).
Bilingual kindergarten: A common form of classroom in Taiwan in which
instruction includes teaching courses in Mandarin Chinese and English.
ESOL: English for Speakers of Other Languages, which is also called ESL
(English as a Second Language). The term ESOL is often used to indicate teaching
English to non-native English speakers.
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Flocabulary: A nontraditional teaching method using hip-hop music with
educational contents to teach language arts, social studies, math, and science.
GEPT: General English Proficiency Test, a criterion-referenced test for all levels of
English proficiency for learners. It consists of five levels: Elementary, Intermediate,
High-Intermediate, Advanced, and Superior. Test items include listening, reading,
writing, and speaking (GEPT, 2009).
TOEIC: Test of English for International Communication, an English proficiency
test for people who are non-native English speakers. Test results indicate how well
people can use English for communication. Test items consist of basic functional
vocabulary terms (ETS, 2009).
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CHAPTER 2 REVIEW OF LITERATURE
This literature review is a detailed examination of sources relevant to and
supportive of the study. The literature examined highlights the philosophical and
theoretical rationales relevant to this research. Contributions to language learning and
current musical practices in ESOL classrooms are discussed.
Philosophical Rationales
Musical expression has historically been associated with language (Byrd, 1588;
Flores, Gomez, & Moyeda, 2006; Kelly, 1969; Langer, 1957; and Rose, 1985). Many
anthropologists believe that man acquired song before language. Livingstone (1973)
stated,
Although it is often stated that man is the only primate that can talk, it is rarely noted that he is also the only one that can sing. Since singing is a simpler system than speech, with only pitch as a distinguishing feature, I suggest that he could sing long before he could talk and that singing was in fact a prerequisite to speech and hence language. (p. 25)
Language was generated though singing and playing. Jespersen (1925) proposed that
when we say that speech originated in song, what we mean is merely that our comparatively monotonous spoken language and our highly developed vocal music are differentiations of primitive utterances, which had more in them of the latter than of the former. These utterances were at first, like the singing of birds . . . and crooning of babies . . . that is, they came forth from an inner craving of the individual . . . it is perfectly possible that speech has developed from something which had no other purpose than that of exercising the muscles of the mouth and throat and of amusing oneself and others by the production of pleasant or possibly only strange sounds. (pp. 346-347)
Music has long been utilized to develop students’ vocabulary, pronunciation, and
listening comprehension in language classrooms. Learning language through song was
first applied extensively during the Middle Ages. Kelly (1969) indicated that
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music and songs became an integral part of language teaching during the Middle Ages. The first introduction to Latin was given to most pupils in the ―song school,‖ or school of liturgical music. After the rhythm and flow of the language had been drilled by plain chant, which was based solidly on speech rhythms, the pupil began the formal study of Latin. . . . It seems that songs were occasionally used in the secular classroom. St. Jerome and Abelard both mention sacred music as an essential in Latin teaching, and many of the medieval tracts on music contain large sections on pronunciation. These details matter like vowel quality, syllabic length, and intonation patterns. (p. 98)
Centuries later William Byrd (1588) extolled the virtues of song and its benefits to
speech:
The exercise of singing is delightful to nature, and good to preserve the health of Man. . . . It is a singularly good remedy for stuttering and stammering in the speech. . . . It is the best means to procure a perfect pronunciation, and to make a good Orator. (¶ 1)
Rose (1985) affirmed also that the ancient Greeks used music when reciting words.
During the last half of the 20th century, psychologists began to illustrate the effects
of music on learning (Weatherford, 1990). Grout (1973) indicated that music has the
power to ―produce excitement and enthusiasm‖ (p. 9). From earlier times it was believed
that music moderates emotional feelings that can stimulate learning. According to
Crowest (1896), Venerable Beda (673-735 AD) stated:
Music is the most worthy, courteous, pleasant, joyous, and lovely of all knowledge. It makes a man gentlemanly in his demeanour, pleasant, courteous, joyous, lovely, for it acts upon his feelings. . . . Music encourages us to bear the heaviest afflictions, administers consolation in every difficulty, refreshes the broken spirit, removes headache and sorrow, expels foul spirits, and cures crossness and melancholy. (p. 57)
Sedar (1997) and Weatherford (1990) found that music can create an enjoyable
language learning environment and reduce students’ anxiety to enhance learning.
Furthermore, Gordon (2007a, 2007b) made an analogy of the sequential
understanding of music to that of language, progressing from aural to written abilities.
24
Infants are exposed to adult communication in daily living. They imitate the speech
patterns of parents, adults, and other children. As the child grows older, he begins to
develop a thought-based vocabulary, along with a listening vocabulary, resulting in
expanded spoken, reading, and writing vocabularies.
According to Valerio, Gordon's proposed sequencing of music vocabularies is
nearly identical to the sequencing of language acquisition. He indicated that children’s
music vocabularies were developed through ―listening, performing,
audiating/improvising, reading, and writing‖ (¶ 7). Instead of thinking language, the
children are audiating/ improvising through music. As infants, children listen to parents,
adults, and other children singing to them. The child uses musical interactions to
process and build audiated vocabulary, along with music listening, reading, performing,
and composing vocabularies (Gordon, 2007a, 2007b).
Gordon (2007a, 2007b) proposed that music and language share a similar
learning process, but Houghton (1984) compared the symbolic systems of linguistic and
music attributes. She stated that ―the units of language and music are each context-
sensitive, which is to say that the linguistic or musical significance of a unit may depend
upon its environment‖ (p. 32). Houghton also commented that prosodic stress is an
essential (phonemic) function in language. Stress and accent also affect musical
structure. Given this connection, music educators may select materials that facilitate
conceptual learning in both language and music.
In Philosophy in a New Key, Langer (1957) posited the symbolism behind musical
forms as the following:
They are composed of a number of readily separable items (notes, beats, intervals, chords, etc.).
25
They are easily produced (by voice or instrument).
They are easily combined in a wide variety of ways (within the constraints of key, mode, meter, and style).
They play no practical role more important than their expressive function (unlike textiles, ceramics, etc.).
They can be readily distinguished within the framework of key and meter used, and remembered and repeated.
They tend to modify the characters of each other in combination, by providing a context for each other. This process of combination and modification generates a potentially infinite number of musical statements. (p. 228)
Philosophers (Elliott, 1995; Langer, 1957) confirmed that music benefits students’
learning of language. Langer (1957) wrote,
Voice-play, which as an instinct that is lost after infancy, would be perpetuated in a group by the constant stimulation of response, as it is with us when we learn to speak. . . . Song, the formalization of voice-play, probably preceded speech. (p. 128)
Furthermore, Langer stated that language has vocalizing tendencies and is
developed through habits. Music activities provide the opportunity to learn while forming
habits. Through repetition of the song, chant, and rhymes, children can practice
pronunciation and retain new vocabulary words in a natural way. Language skills
eventually become habits in children’s lives.
Summary
Connections between language acquisition and learning through music form the
impetus for the current study. With that in consideration, music is a powerful tool to
enhance the emotional and cognitive growth of students. Music benefits early language
acquisition (Flores et al., 2006). Children learn songs easily and without inhibition (Cruz-
Cruz, 2005). Students actively participate in the lesson by singing songs with kinesthetic
movements (Murphey, 1990). The implementation of kinesthetic learning in musical
26
activities is intended to foster an environment to help students reach their language
learning potential.
Theoretical Rationales
Multiple Intelligence Theory and Learning a Second Language
Gardner (1993) advocated the application of music in the second language
classroom. He indicated that performing, listening, improvising, and composing music
involve the utilization of multiple intelligences, which include musical, visual-spatial,
bodily kinesthetic, interpersonal, language in singing, spiritual, and logical-mathematical
aptitudes. Gardner also stated that music intelligence can help students become more
engaged in other activities. Curricula can be planned in a way to have students utilize
different intelligences. Using music to stimulate students’ interests, competencies, and
self-confidence in one area of knowledge can reinforce development in other areas
(Gardner, 1993). Burton, Horowitz, and Abeles (1999) confirmed that ―learning in arts is
complex and multidimensional‖ (p. 43). Educators may integrate arts with other
disciplines (e.g., language, mathematics) to improve students’ understanding of the
subject. According to Bresler (1995), music involves ―subservient integration,‖ which
provides different ways for students to think, as opposed to exclusive use of verbal and
mathematical skills. For example, children may sing ―Dr. Knickerbocker‖ to recall
multiplication tables. Music also affects children’s affective domain. Teachers can utilize
music to make students calm and to provide an opportunity for self-expression (Bresler,
1995). Integrating music with other disciplines has a strong influence on students’
learning (Hoffer, 2005).
Neurological researchers stated that when children engage in music activities,
many parts of the brain are activated (Colwell & Richardson, 2002). The ―near transfer‖
27
theory is the term used to describe the different kinds of thinking that children employ
when learning and making music (Hetland, 2000a). Elliott (1995) suggested that quality
of instruction in conjunction with music activities can assist the transfer. Both multiple
intelligences and the ―near transfer‖ theory can help explain how music instruction can
affect brain activity (Flohr, Miller, & deBeus, 2000).
Lazear (1991) examined the Lozanov technique (also called ―Suggestopedia‖),
which applies music in its teaching pedagogy. In this method, Lozanov stated that
optimum learning requires that one be relaxed, yet focused on tasks. To provide a
relaxed and positive environment for students, the suggestopedia method applies music
to create an enjoyable and relaxing learning environment (Lazear, 1991).
Learning Styles for Language Development
Kolb (1984, pp. 68-69) stated that there are four types of learning styles:
A preference for learning from concrete experience that emphasizes feeling over thinking; here and now complexity over theories and generalizations; intuitive over systematic.
A preference for reflective observation that emphasizes understanding over practical application; the ideal over the pragmatic; reflection over action.
A preference for abstract conceptualizations that emphasizes thinking over feeling; theories over here and now complexity; systematic over intuitive.
A preference for active experimentation that emphasizes pragmatic over ideal; doing rather than observing.
The ESOL children have a tendency to favor the concrete experience and active
experimentation learning styles. Accordingly, the educators can apply ―learning by
doing‖ to music activities to create an environment that will facilitate children’s
engagement in learning tasks.
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Language Acquisition
Language acquisition does not occur overnight but through practice in real-life
situations (Krashen, 1982). Through these informal and natural experiences, students
learn the rules of language structure. In addressing the principles for effective learning,
Hadley (2001) suggested ―that language in a range of contexts likely to be encountered
in the target culture and authentic language be used whenever possible‖ (pp. 90-91).
When teaching second language acquisition, Krashen (1982) stated:
The best methods are therefore those that supply ―comprehensible input‖ in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are ―ready,‖ recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. (p. 7)
Krashen (1982) proposed five stages of second language acquisition:
Preproduction (silent period, 0 to 6 months): Individuals develop language acquisition through listening and understanding.
Early production (6 months to 1 year): Children begin to verbalize language in one- or two-word sentences.
Speech emergence (1t o 3 years): Despite some grammar and pronunciation errors in students’ speech, individuals increase comprehension and confidence of using second language in simple sentences.
Intermediate fluency (3 to 5 years): Children have good comprehension and use complex sentences in conversation. However, children process a new language more slowly than a native language speaker would. Dornic (1979) stated that this is caused by children’s need to translate the message from one language to another.
Advanced fluency (5 to 7 years): Children use the new language fluently and are expressive at a nearly native level of speech. The learner’s writing skill also improves in this stage.
29
Students experience these stages when learning English. Teachers can use
Krashen’s model to plan activities to assure that the curriculum will not go beyond or
beneath students’ optimal complexity level (Hill & Flynn, 2006; Krashen, 1982).
Inner Speech
Murphey (1990) noted that the way we learn songs is paralleled to inner speech.
We repeatedly hum or echo song lyrics and melodies in our head. Eventually, the words
we are singing become our inner thoughts. Vygotsky (1986) stated:
Inner speech develops through a slow accumulation of functional and structural changes, that it branches off from the child’s external speech simultaneously with the differentiation of the social and the egocentric functions of speech, and finally that the speech structures mastered by the child become the basic structures of his thinking. (p. 94)
Weikart (1982) proposed a ―four-step language process‖ (p. 17):
Step I: Say
Step II: Say and Do
Step III: Whisper and Do
Step IV: Do (Think and Do) The sequence effectively aids internalization of text while incorporating kinesthetic
learning (―Do‖), that is, students learn how to speak. Drawing the connection between
inner speech and the internalization of song, educators may choose and design music
to facilitate students’ language learning.
Music and Motivation
Bell (1981) suggested that music could be a means by which students are
motivated.
Nobody . . . has previously advanced a successful theory for motivating ordinary uninterested students in classes in the lower, though far more numerous, echelons of American education, i.e., the public schools. The answer for this group may lie in music, which includes alpha states, excites, hypnotizes, holds, attracts, and otherwise absorbs the attention of this population. (pp. 137-138)
30
Melody, rhythm, and chant can stimulate students’ interests, which can create a relaxing
and enjoyable learning environment to help second language learners (Pyper, 2005).
Yeoman (1996) stated that the connection between language readiness and an
emotional level is a key consideration for students to engage in authentic conversation
in the L2 (Second Language). However, some students may experience anxiety which
prevents them from using L2 to communicate on an effective level. Music can serve as
an avenue to break the barrier. Yeoman believed:
The use of poetry and music, particularly music, can be especially enriching aesthetically and affectively. . . . From a linguistic point of view, they can be especially useful as a way of making traditional classroom activities such as structured listening exercises, dictations, and so on much more pleasurable and interesting. Like visual images, poems and songs can serve as generative themes, linking inner and outer speech for students struggling to communicate in a second language. (p. 607)
Ovando, Collier, and Combs (2003) support the idea stating that music in the
classroom can help students ―experience the intense emotions stirred up by music,
explore the imagination, feel the connections between music and every other aspect of
human life‖ (p. 113).
Summary
Music and language mutually enhance the process of learning. Researchers who
appreciate and understand the value of music should explore different approaches for
its use in facilitating language learning (Weatherford, 1990). Theoretical evidence
supports the significant role music plays in language motivation and acquisition.
Integrating music with language learning may help students acquire a vocabulary and
speak effectively.
31
Research
During the past 50 years, researchers have conducted studies that produced
significant results regarding the relationship between music and language learning. This
section consists of four topics related to and supportive of this study: music education
and language learning, music and memory, the Suzuki method, and the Orff-Schulwerk
approach.
Music Education and Language Learning
Children learn music much the way they attain other kinds of knowledge.
Wolverton (1991) found learning commonalities for music and language:
Listening
Auditory discrimination ability
Visual discrimination ability
Oral language development Speaking
Diction
Intonation
Stress/accent
Rhythm
Phrasing (p.24)
Some researchers have studied the integration of music into the second language
classroom. According to Krashen (1982), students with high motivation, good self-
confidence, and low anxiety tend to have better achievement in second language
acquisition. Carlos (2003) showed that music is a powerful tool to motivate and
stimulate students to learn, especially in language arts. Students gain enormous
fulfillment from engaging in these activities. Increased motivation and fulfillment levels
translate into increased attainment of knowledge. Students can learn language in a
productive way.
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Cruz-Cruz (2005) further investigated the effects of music and songs on English
grammar and vocabulary. He hypothesized that music incorporated with language
instruction could enhance students’ scores on English grammar and vocabulary
comprehension tests. Twenty-eight second graders participated in that study. The
control group learned by the traditional method without music (e.g., text study alone).
The experimental group listened to songs from cassettes, videos, or from the
researcher singing while playing the guitar. Students also sang along with the songs to
learn grammar and vocabulary. Participating and listening to music in class can
motivate students, decrease anxiety, and create an optimal atmosphere for learning
vocabulary and grammar. In the Cruz-Cruz (2005) study, the experimental group
performed better than the control group. Singing songs and listening to music can help
second graders improve their grammar and vocabulary skills.
Gromko (2005) stated that music stimulates the brain waves, motivates learning,
and improves learning outcomes. Furthermore, the utilization of music in classrooms
benefits phonemic fluency, literacy, and comprehension. Whereas Carlos (2003) and
Gromko (2005) focused on motivating students in the language learning environment,
Anvari, Trainor, Woodside, and Levy (2002) focused on music instruction and
vocabulary. Anvari et al. found significant correlations among melody and timbre
discrimination and vocabulary reception with phonological awareness.
Flores et al. (2006) investigated the relationship between musical and vocabulary
skills with 30 children averaging 5.5 years old. They compared groups that received or
did not receive music training. Their study consisted of three groups with each group
containing 10 children. Group A1 children had music instruction that involved listening,
33
memory and harmonic, rhythmic, and melodic discrimination. Group A2 children were
exposed to general music activities (songs, rhythm, and games). Group B children
received no music activities. Flores et al. used a 1986 Spanish Adaption of the Picture
Vocabulary Test (Spanish version of the Peabody Picture Vocabulary Test) as the test
instrument. The experimental study was for a period of 10 weeks (40 minutes per
section twice a week with a total of 20 sessions). Group A1 children had a significant
increase in receptive vocabulary than children in the other groups. Flores et al.
confirmed that rhythm, melody, and timbre discrimination activities can help children
develop phonological awareness by recognizing syllables and phonemes in the spoken
language.
In research on chant, scholars found a close relationship between speech and
chant. The voice is used in the same manner in speech as in song. Much speech
approached music both in its rhythmic and tonal patterns (Moorhead & Pond, 1978).
Jordan & Mackay (1976) stated, ―The main value in the use of rhymes and songs, apart
from enjoyment, is in the disguised practice they give in individual sounds, stress and
rhythm‖ (p. 91). Billows (1961) affirmed that when students sing, they
are obliged to keep the rhythm, so that the unstressed syllables must be hurried over and the stressed syllables uttered with noticeable force. The frequent repetition of the sentences with the swing and rhythm demanded by a poem or song practice the mind and the muscles to work smoothly and skillfully together in the patterns and sonorities of the language. (p. 237)
Jolly (1975) believed in ―an innate receptiveness in us to respond to the rhythmic
patterns of language. By using songs as teaching aids in the foreign language
classroom, we are merely capitalizing on this natural responsiveness‖ (p. 14).
Somers (2000) conducted a study on the effects of chant, music, song, and rhythm
on listening and speaking English in Korean classrooms. Participants were from two
34
South Korean universities (N = 33). Students were studying English and one group
received music as instructional treatment. Somers used student survey responses and
pretest to posttest gain scores on the Idea Oral Language Proficiency Test (IPT) to
determine the effectiveness of musical treatments. Test domains included syntax,
morphology, phonology, and oral production. Research survey questions included: 1)
―Has your listening comprehension improved after taking this course?‖ and 2) ―Has your
pronunciation improved after taking this course?‖ (p. 77). Research showed gain scores
were higher for the treatment group than for the control group. Students responded
positively on the survey when asked about listening comprehension and pronunciation.
Repetition of music, songs, and chants provide an enjoyable way of practicing
pronunciation and improving listening comprehension.
Music and Memory
Flores et al.(2006) focused on music and vocabulary skills. Other researchers
investigated the relationship between music and memory. Wilcox (1995) stated that
music qualities (temporal, rhythmic, and organizational) can facilitate retention. Children
find it easier to store information in long-term memory and recall it later through
organized materials, such as rhyming words, melody (prosody), and chunking (grouping
phrases and lyrics into small attainable portions) (Thompson, 1987). Rhythmic phrases
can stimulate musical behavior (e.g. tapping, dancing) that can help memory (Wilcox,
1995). In addition, words combined with rhyme are effective for memory as words
combined with meaning (Ur, 1996).
Ho, Cheung, and Chan (2003) found that young children who received music
instruction at an early age have greater verbal memory and vocabulary. Chan, Ho, and
Cheung (1998) conducted a study of music training and memory. They found that verbal
35
memory can be improved by musical training. Verbal memory is primarily controlled by
the left temporal lobe, which tends to be larger in musicians than in non-musicians.
Accordingly, music training plays an important role in developing vocabulary retention.
The Suzuki Method
Dr. Shunichi Suzuki was a music educator in Japan after World War II. His theory
of education is called the ―mother-tongue method.‖ Suzuki’s method is equivalent to
teaching children their first language in a step-by-step approach. Parents and teachers
practice words with children every day. Children develop competencies by mastering at
one level before going to another level. Through practice, vocabulary is gradually
expanded and developed in oral speech. Grilli (1987) made the following observation:
By the time children are five or six years old, they have developed the ability to speak three or four thousand words–a fact that merits amazed admiration. Here we have the secret of an educational method by which all children can develop their natural ability to an extraordinary degree. (p. 10)
Suzuki’s method includes observation, imitation, repetition, and gradual
development of intelligence awareness (Kendall, 1986). Parent involvement in a child’s
learning process is important in Suzuki’s philosophy. Parents become teachers to coach
their children continually outside class. Family participation helps children gradually
develop competencies. When applying the Suzuki method to an academic curriculum,
students learn through engagement with the environment. Students gain knowledge by
observing and understanding the consequences after they interact with other students
and materials. They learn from simple ideas and use them to understand complex
concepts. Musical activities and games allow students to gain and apply language
without worry about making errors. Singing songs, chanting, movement, and rhythmic
36
activities help students improve their readiness, pronunciation, and vocabulary retention
skills. Students also develop their motor skills by movement and playing instruments.
Suzuki’s philosophy is teaching with respect and encouraging students. Pierredon
(1995) also stated that educators should ―respect children and parents to guide them in
a cooperative effort with conviction but without coercion‖ (p. 39). Suzuki’s philosophy of
education creates a natural learning environment for students to reach their potential.
Cherwick (1994) asserted that ―if children can learn their mother tongue so effortlessly
and with so much joy, then we must find ways to incorporate the natural mother-tongue
environment in all aspects of education‖ (p. 33).
The Suzuki method is a way to develop the whole child. Ludeke (1995)
commented that students develop the following abilities by using the Suzuki method of
teaching:
Listening
Observing and imitating
Memorization
Performing
Concentration
Sensitive response to aesthetic qualities
Discipline
Listening, observing, and imitating enable students to receive knowledge and
practice the materials. Concentration and discipline are essential for quality and
successful learning. Students will develop confidence and be able to perform what they
have learned and what they know. Furthermore, Ludeke commented:
Dr. Suzuki was just obeying the laws of human nature when he suggested that children learn music the same way they learn their native language. Imitation is the principle means through which we learn to interact and adapt to our environment. Nature provided us with eyes and ears, which possess incredible potential. We should use them fully for learning, as nature intended. (p. 63)
37
Orff-Schulwerk Approach
The Orff-Schulwerk approach involves rhythmic speech, movement, and singing
that can contribute to pronunciation and vocabulary retention practice. McLullich (1981)
applied Orff instruments to language learning, especially pronunciation. He used non-
pitched and pitched instruments in activities, including chimes, triangles, wood blocks,
tone-barred instruments, and maracas. From this work, he designed a five-stage
curriculum with the following components:
Timbre discrimination and short listening
Response to listening stimuli through rhythmic chants
Creating and imitating sounds to accompany stories, songs, and poems
Developing imaginative abilities through listening to music and translating them into words (e.g., story-writing)
Creating and performing music in groups
Mclullich posited that the advantages of this curriculum can help students improve:
Motor skills when playing instruments
Rhythmic awareness and perception necessary for speaking, writing, and reading
Listening ability which especially helps students who experience difficulty in differentiating syllables
Auditory abilities when spelling, especially in the area of discrimination and recall.
To ensure a successful learning experience for each student, concentration is
important (Ludeke, 1995). Douglas (1972) developed a three-phrase model: stop, look,
and listen. Teachers use the words ―stop,‖ ―look,‖ and ―listen‖ to help children
concentrate during the activity.
38
Summary
For this study, the musical treatment consisted of 12 weeks of lessons with
musical activities employing Douglas’s ―stop, look, and listen‖ model, the Suzuki
method, and the Orff-Schulwerk approach (see Appendix A). Children were instructed to
stop what they are doing in order to look and listen to the singing, chanting, instrument
playing, and movement or dancing, as demonstrated by the researcher. The singing,
chanting, instrument playing, and movement and dancing were then imitated by the
children. The examination of literature guided the development of a curriculum that will
be utilized to improve children’s language skills and retention. Children were trained to
observe the activities being demonstrated, and continually practice vocabulary through
the repetition of music activities.
39
CHAPTER 3 METHODOLOGY AND PROCEDURES
This chapter consists of the methodology and research procedures utilized to
answer the research questions: 1) What is the effect of music activities on English
pronunciation among fourth-grade ESOL students in Chia-Yi, Taiwan? 2) What is the
effect of music activities on English vocabulary retention among fourth-grade ESOL
students in Chia-Yi, Taiwan? Chapter 3 is consists of 10 parts: 1) a pilot study for
establishing and examining the validity of the study, 2) results of the pilot study, 3)
limitations of the pilot study, 4) the present study and research design, 5) participants,
6) study procedures, 7) experimental group curriculum, 8) criteria for musical selections,
9) reliability and validity procedures, and 10) data collection and data analysis.
Pilot Study
This researcher conducted a pilot study at an elementary school in Taiwan for six
weeks, May to June 2010. Participants were enrolled in fourth grade at an elementary
school in southwestern Taiwan (N = 60). Prior to the experimental study, the school’s
English teacher administered an English examination. The researcher randomly chose
students with similar levels of English proficiency, and divided the students into
experimental Group A (n = 30) and control Group B (n = 30). Students in both groups
had studied English at least one year. During the pilot study, Group A received the
researcher’s specially designed music activities to help students improve their English
pronunciation and vocabulary retention capabilities. Group B had traditional methods of
instruction. Pretests and posttests on the picture vocabulary and phonemic analysis
tests from the Test of Language Development-Primary 3 level (TOLD-P: 3), as well as
pretest and posttest of the survey questionnaires (see Appendix B), were evaluated.
40
The purpose of the pilot study was to develop and revise the researcher-designed
curriculum and survey questionnaires, and to establish the reliability and validity of the
present study.
Results of the Pilot Study
All 60 students in Group A (experimental) and Group B (control) showed overall
improvement. In Group A, students' overall English pronunciation score ranges were 25
to 90 on the pretest and 45 to 100 on the posttest. Twenty-seven of the 30 students in
Group A showed improvement in English pronunciation. Students' vocabulary score
ranges were 15 to 95 on the pretest and 20 to 100 on the posttest. Twenty-four
participants in Group A showed improvement in the vocabulary test.
Group A's pretest and posttest English pronunciation mean scores increased by
13.67 points (pretest: M = 73.33, posttest: M = 87). The participants' vocabulary mean
scores increased by 16.67 points (pretest: M = 65.83, posttest: M = 82.5). Table 3-1
shows the pretest and posttest scores for Groups A and B.
In general, participants in Group B showed improvement. Students' overall
pronunciation score ranges were 60 to 100 on the pretest and 30 to 100 on the posttest.
Four of the 20 participants in Group B showed improvement in English pronunciation.
Group B students' vocabulary score ranges were 5 to 100 on the pretest and 10 to 100
on the posttest. Nineteen participants in Group B showed improvement in vocabulary
retention. Group B's English pronunciation mean scores increased by 3.5 points (pretest:
M = 77, posttest: M = 80.5). Group B's vocabulary mean scores increased by 11.67
points (pretest: M = 65, posttest: M = 76.67).
Subsequently, participants in Groups A and B were compared to see who made
the largest increase in English pronunciation and vocabulary retention. Figure 3-1
41
presents the increase in mean scores for the two groups. Results showed all groups
increased in both pronunciation and vocabulary skills. The experimental group, Group
A, increased significantly compared to Group B.
Figure 3-1 also shows the pretest and posttest picture vocabulary and phonemic
analysis subtest score increases of Groups A and B. Group A made significant
improvements compared to the control group, supporting a conclusion that music
activities have an effect on English pronunciation and vocabulary retention among
fourth-grade ESOL students.
Limitations of the Pilot Study
Survey items in questionnaires used for the pilot study contained items that were
difficult for fourth graders to comprehend. First, the survey items appeared to be too
numerous, as students did not take the time to carefully consider all items (see
Appendix B). Several items were marked ―no opinion.‖ Because students struggled to
understand the concept of the Likert scale, item responses were fully anchored in the
present study. Question items were simplified to reflect fourth-grade students’ reading
comprehension. Second, as a result of the pilot study, the survey items were divided
into three categories: affective development, language development, and social skills
development (see Appendix C). Categorical divisions allowed tracking of student
attitudes in specific areas of language instruction. In addition, students received the
Chinese version of both pretest and posttest survey questionnaires. One ESOL
researcher, one linguistics professor, and five fourth graders examined and validated
the questionnaires. Third, the researcher and one elementary English teacher graded
the students’ scores on the phonemic analysis test. The Pearson r correlation
coefficients (r = .43) were calculated to reflect interjudge reliability. To increase the
42
interjudge reliability for the present study, training on the grading procedures for judges
was necessary. A third judge was added to further establish reliability. Finally, a more
detailed curriculum was designed, allowing for use by language teachers.
Present Study and Research Design
The researcher revised and designed a more thorough curriculum, grading
procedures, and survey questionnaires after the pilot study was conducted. In the
present study, the researcher employed a quasi-experimental, research/nonequivalent,
comparison-group design. There were 128 participants (using G*Power 3.0.10
Software, with a medium effect size (.25), α = .05, 1- β error = .80, and a total of two
groups). Classrooms were randomly assigned into experimental (n = 64) and control (n
= 64) groups. The experimental group received 12 weeks of music activities for
instruction (see Appendix A). The control group had a traditional teaching method with
no music. Pretest and posttest measurements were utilized to determine if music
activities could significantly affect students’ English pronunciation and vocabulary
retention skills.
Independent Variable
The researcher employed the presence and absence technique. The independent
variable of the study was music activities. The experimental group received music
instruction in English class. The control group used a traditional method for teaching
strategy. Both groups underwent 12 weeks of lessons.
Dependent Variables
Dependent variables in this research were the students’ English pronunciation and
vocabulary retention skills. Both experimental and control groups took the picture
vocabulary and phonemic analysis subtests from TOLD-P: 3 before the experimental
43
treatment. After 12 weeks of lessons, both groups received the same test instruments
as posttests. Each subtest score was calculated to examine treatment outcomes.
Control Variables
There were factors that served as control variables in this study. The grade level of
the participants was limited to fourth graders. Students were currently learning English
during the study. Both groups received instruction from the same teacher.
English instructor
Results of the pilot study showed significant effects of music activities on both
students’ pronunciation and vocabulary retention skills. The next step was to examine
the effectiveness of the treatment when administered by a language teacher.
Accordingly, the researcher chose an English instructor for this study. The English
teacher for this research received a bachelor’s degree from National Pingtung
University of Education. She had taken basic piano skills and general music courses.
She had taught English in elementary schools for five years. Prior to the study, the
English teacher had six weeks of training from the researcher to prepare the teacher to
effectively implement the researcher-designed curriculum treatment. Training
information included understanding the background of this research, significance of the
study, research procedures, test instruments administration, implementation of
researcher-designed curriculum, data collection, and grading procedures.
Textbook and Class length
In this study, both experimental and control groups used Hello, Darbie (Chen et al.,
2006) as an instructional textbook. Both groups received the same amount of time for
instruction. Each 40-minute lesson was conducted twice per week. The study contained
24 lessons.
44
Participants
The researcher adopted non-random purposive sampling to select the participants.
The study involved 128 participants. The student participants had to meet two criteria
for participation: 1) they had to be 9 to 10 years old, and 2) they had to be learning
English at the elementary school level. They were chosen from an elementary school
located in urban Chia-Yi City in southwestern Taiwan. Students began taking English
courses in the third grade at school. English examinations were administered at the
beginning of each semester. Students were grouped into classes according to
examination results.
Participants were fourth graders (9 years old). Classrooms were randomly
selected for participation in the study. Because students were grouped according to
examination results, the researcher was able to work with students who had similar
levels of English proficiency. The researcher began this experimental study after
obtaining permission from the students, the students’ parents, the school principal, and
the academic administrator. All participants took English classes taught by the same
instructor. The researcher randomly divided classrooms into experimental (n = 64) and
control (n = 64) groups. Prior to the study, both groups of students received the
traditional method for the instruction. The traditional teaching method included
vocabulary cards, posters, CDs, and video for the textbook contents. Students had not
previously experienced music activities integrated with English lessons. Information
regarding students’ gender, music and English learning experience, music aptitude test
scores, parents’ education, and parents’ attitudes about their children’s schoolwork are
presented in Chapter 4.
45
Study Procedures
Treatment and data collection took place from September to December 2010.
Parent(s)/guardian(s) were asked to sign the informed consent letter and complete the
Musical and English Experience questionnaires (see Appendix E). Participating
students were required to sign an assent letter (see Appendix D). All students were
pretested on picture vocabulary and phonemic analysis tests from the Test of Language
Development-Primary 3 level (TOLD-P: 3). The teacher audio-taped students’ speaking
responses for the phonemic analysis test. The following demographic data were
collected from participants: 1) students’ age by month and year; 2) gender; 3) pretest
scores; 4) students’ musical and English experience inside and outside of school; 5)
students’ music aptitude test scores on Gordon’s (1982) Intermediate Measures of
Music Audiation (IMMA); and 6) students’ posttest scores. The researcher employed a
nonequivalent comparison-group design. Furthermore, the researcher controlled
participants’ maturation, instrumentations, and differential attrition for the internal validity
of this study.
The experimental group had 12 weeks of music lessons, whereas the control
group received the traditional method of instruction. The researcher-designed treatment
curriculum was piloted and validated by four experts: two English teachers, one music
education professor, and one elementary music teacher. The 40-minute music lesson
was conducted twice per week during school days in a classroom at the elementary
school. Participants in both groups received the posttest of the picture vocabulary and
phonemic analysis tests after the 12-week treatment period. In addition, the
experimental group received pretest and posttest survey questionnaires for examining
students’ attitudes toward 12 weeks of music instruction.
46
Experimental Group Curriculum
The researcher utilized songs, rhymes, chants, speech, and body percussion, as
well as instrumental performance throughout the curriculum (see Appendix A). Based
on the theoretical and rationale domains presented in Chapter 2, the pedagogy to affect
speaking and vocabulary retention was used as an avenue in four categories: 1) song
and chant as a carrier of vocabulary; 2) rhyme as rhythmic and organized material to
facilitate retention; 3) speech and body percussion as a stimulus to feel the language
tempo and phonemic analysis; and 4) instrumental performance as a means to practice
auditory discrimination for developing phonological awareness (Carlos, 2003; McDonald
& Fisher, 2006; Murphey, 1990; Somers, 2000).
Criteria for Musical Selections
The researcher selected songs that could enhance pronunciation and vocabulary
retention, based on Somers’s model (2000). Criteria for selection of musical materials
and activities, including songs, included: 1) repetitive vocabularies, 2) slow tempo, 3)
short phrases with simple syntax, 4) appropriate lyrics for the grade level, and
5) clear pronunciation of vocabulary. Overall, the content of the songs should have
reinforced the lesson objectives (Carlos, 2003; Somers, 2000).
Copies of the lyrics were provided and compiled into a music activity book. The
music activities were used to support the curriculum. The researcher selected simple
repetitive songs and rhymes for the students, such as ―Old MacDonald Had a Farm,‖
―Apples and Bananas,‖ and ―If You Hear a Space, Please Fill It Up.‖
Reliability and Validity Procedures
Instruments used for the language test in this study have been proven to have
good reliability and validity ratings. The following is the summary of the test instrument:
47
Test of Language Development-Primary 3 Level (TOLD-P:3)
The Test of Language Development-Primary 3 level assesses the level of English
language proficiency of students. The TOLD-P: 3 was intended for use with children
between the ages of 5 and 8 in the United States. The TOLD Primary 3 was chosen as
the test instrument in the present study based upon multiple factors. One elementary
language teacher and one language professor examined the test instrument and its
compatibility with the textbook Hello, Darbie! (Chen et al., 2006), which the researcher
used during the instructional treatment. Both experts stated that the test instrument was
appropriate for Taiwanese fourth graders. In addition, the researcher piloted the test
instrument with the purpose of establishing content validity.
This Present Study
In this study, the researcher investigated students’ vocabulary retention and
English pronunciation abilities. Therefore, only picture vocabulary and phonemic
analysis subtests from the TOLD-P: 3 were utilized as the test instruments. The
administration time of each subtest was 30 minutes. Students were required to answer
each test item in no more than 10 seconds. Scoring of each subtest was objective.
According to Newcomer and Hammill (1997), standard scores for each subtest from the
TOLD-P3 had a standard errors of measurement (SEMs) of 1 at each age-level interval.
Newcomer and Hammill further stated that the TOLD has high content validity, criterion-
related validity, and construct validity. The item difficulty of both subtests ranged from
15% to 85%.
Subtest: Picture vocabulary
The picture vocabulary was designed to provide an assessment of a participant’s
―verbal intelligence‖ by measuring his vocabulary. The picture vocabulary subtest
48
contained 30 items. Test items included a variety of sections: animals, birds, adjectives,
adverbs, musical instruments, nature scenes, occupations, human actions, and
manmade objects (Newcomer & Hammill, 1997). Participants were required to point to
each picture and identify the correct English term for the object found in the picture. For
the present study, the researcher provided the examiner a Profile/ Examiner Record
Booklet to record each student’s responses (Newcomer & Hammill, 1997). The measure
of internal consistency had an average reported coefficient alpha of .81 (Newcomer &
Hammill, 1997). The split-half coefficients had a reported range between .61 and .72.
The average of test-retest reliability coefficients was .87. Newcomer and Hammill
correlated the TOLD-P:3 with the Bankson Language Test-Second Edition (BLT-2).
They found that the picture vocabulary test had a criterion-related validity coefficient of
.70 when compared to BLT-2’s overall language quotient subtest (Newcomer &
Hammill, 1997).
Subtest: Phonemic analysis
The phonemic analysis subtest measured children’s pronunciation and their ability
to break down spoken words into shorter phonemic portions (Newcomer & Hammill,
1997). The student was given a portion of a word and was required to pronounce the
portion or syllables omitted. The phonemic analysis contained 14 test items. The
internal consistency reliability had an average reported coefficient alpha that ranged at
.86. The average of test-retest reliability coefficients was .87 (Newcomer & Hammill,
1997). The phonemic analysis subtest also had a reported criterion-related validity
coefficient of .70 when compared to BLT-2’s semantic knowledge subtest (Newcomer &
Hammill, 1997).
49
Data Collection and Data Analysis
To control the confounding variables, the researcher collected data on six control
variables: 1) students’ age by month and year; 2) gender; 3) pretest scores; 4) students’
musical and English experience inside and outside of school, 5) students’ music
aptitude test scores on Gordon’s (1982) Intermediate Measures of Music Audiation
(IMMA); and 6) posttest scores. The pretest and posttest survey questionnaires for the
experimental group and pretest and posttest scores from the picture vocabulary and
phonemic analysis tests for both experimental and control groups were collected and
calculated to evaluate treatment outcome. The statistical procedures are described in
Chapter 4.
The researcher employed quantitative analysis in the study. Pretest and posttest
scores of both groups on each language test were imported and calculated into
Statistical Analysis Software (SPSS 18). A one-way analysis of variance (ANOVA), a
general linear model (GLM), and a multivariate analysis of covariance (MANCOVA)
were utilized to determine: 1) the significance of the effect of music activities on English
pronunciation and vocabulary retention of ESOL students; and 2) the effect of English
pronunciation and vocabulary scores with covariates (students’ musical experience,
English experience, parents’ education, parents’ attitudes toward monitoring their
children’s schoolwork, students’ attitude before and after the experimental study, and
the Intermediate Measures of Music Audiation scores). The independent sample t test
was employed to determine whether or not the performance difference between the
means of experimental and control groups was statistically significant.
The Pearson r correlation coefficients were calculated for interjudge reliability.
Additionally, the researcher used a general linear model to determine interactions
50
among English pronunciation and vocabulary retention scores with continuous variables
(IMMA scores).
51
Table 3-1. Picture vocabulary and phonemic analysis test scores for all groups, pre- and posttest
Pronunciation Vocabulary
Groups Pre Post Pre Post
Group A (experimental) 73.33 87.00 65.83 82.50
Group B (control) 77.00 80.50 65.00 76.67
Figure 3-1. Mean gains in the picture vocabulary and phonemic analysis test scores after treatment, by group. Group A (the experimental group) received music instruction. Group B (the control group) received no music instruction.
A
B
52
CHAPTER 4 RESULTS
This chapter presents the research findings. Statistical analyses were applied to
examine and compare the English language development of students who received
music instruction for language learning with students who were not exposed to this
method of instruction. Chapter 4 includes statistical results after music intervention,
questionnaires about students’ attitudes, and self-reflection prior to and subsequent to
the experimental study.
Survey Questionnaires
The Musical Experience and English Experience questionnaires for the
experimental and control groups and the pretest questionnaires on English class self-
reflection—exclusively for the experimental group—were administered prior to the
implementation of the music instruction. Data were analyzed to compare students’ ages,
gender, parents’ education, musical and English background, and attitude of learning
English.
Students’ Demographic Information and IMMA Scores
Students’ demographic information, including Intermediate Measures of Music
Audiation (IMMA) scores, is presented in Table 4-1. The average age of students in the
experimental group was one month younger than that of the control group (experimental
= 9 years and 3 months, control = 9 years and 4 months). The parents’ average
education was college level in both groups. Males were predominant in both groups.
The experimental group had four more males than females; the control group had 12
more males than females.
53
On average, students in the experimental group performed 2.14 points higher than
those in the control group on the tonal test of the IMMA, and 2.54 points higher on the
rhythm test of the IMMA. Composite scores of the IMMA in the experimental group were
1.03 points higher than those of the control group.
Students’ Musical Background
Experimental Group
Twelve experimental group students were currently taking music lessons.
Students had been taking lessons for as little as four months and as long as three
years. Sixteen children did not take lessons during the study, but they had previously
studied privately from one week to two years. Twenty-four students participated in
organized musical activities outside school, ranging in length from 20 to 90 minutes per
week. The organized activities included private lesson time, practice time, choir or
instrument participation time, family music time, and community or school music events.
Thirty-six children participated in leisure musical activities outside school from 1 to 18
hours per week. Leisure music activities included listening to music on the radio, MP3,
and iPod, participating in musical plays (including singing games and playground
songs), and listening to music videos or music television programs (such as MTV).
Control Group
In the control group, 11 students were currently taking music lessons. Fifteen
children did not take lessons during the study, but they had studied privately before the
study from one month to three years. Twenty-six students participated in organized
music activities outside school from one to six hours per week. Thirty-eight children
participated in leisure musical activities outside school from 1 to 20 hours per week.
54
Students’ English Background
Experimental Group
Forty-seven students had studied English before third grade. Thirty-nine percent of
the students had learned English before the third grade for less than one year, 20%
about one year, 19% about two years, 4% about three years, and 8% for more than four
years. Students were asked to approximate the amount of time dedicated to English
studies after school. Forty-three percent of the children studied English after school for
less than one hour each week, 21% studied about one hour, 18% studied about two
hours, 10% studied about three hours, and 8% studied about four hours or more each
week.
Among the 47 students who studied English before the third grade, 34% had
English teachers who were native English-speakers. Fifty-nine percent of the parents
rated themselves as being ―very careful‖ when monitoring their children’s schoolwork.
Eleven percent described their schoolwork monitoring as being ―careful,‖ 23% chose
―somewhat carefully,‖ and only 7% claimed to ―rarely‖ monitor their children’s
schoolwork.
Control Group
Forty-three students studied English before third grade. Forty-three percent of the
students studied English less than one year before third grade, 21% about one year,
15% about two years, 10% about three years, and 7% for four or more years. Students
were asked to approximate the amount of time dedicated to English studies after
school. Thirty-two percent of the children studied English after school for less than one
hour each week, 28% studied about one hour, 21% studied about two hours, 12%
studied about three hours, and 7% studied about four hours or more each week. Among
55
the 43 students who studied before third grade, 35% had English teachers who were
native English-speakers. Fifty-three percent of the parents rated themselves being ―very
careful‖ when monitoring their children’s schoolwork. Eighteen percent described their
schoolwork monitoring as being ―careful.‖ Twenty-five percent chose ―somewhat,‖ and
only 4% claimed to ―rarely‖ monitor their children’s schoolwork.
Summary
The experimental group contained four more students who studied English before
the third grade than students in the control group. However, based on the test results,
the control group pretest means (see Table 4-12) on the pronunciation (experimental: M
= 62.03, control: M = 64.69) and vocabulary (experimental: M = 63.04, control: M =
67.97) subtests were higher than those of the experimental group. In both groups, the
majority of the students had learned English before third grade for less than one year.
Students were asked to approximate the amount of time dedicated to English studies
after school. Most students studied English after school for less than one hour each
week in both groups. In both groups, about 30% of the students who studied English
before third grade had English teachers who were native English-speakers. More than
50% of parents in both groups rated themselves as ―very careful‖ when monitoring their
children’s schoolwork.
Pretest Questionnaires
Affective Development: Student Impressions of Learning English
Items ―a‖ through ―f‖ were designed to inquire about the students’ impressions of
learning English. The students responded to fully anchored rating scales (see Table 4-
2). The percentages of responses in each category were expressed by whole numbers.
56
A large percentage of the students (44%) in the experimental group disagreed that
they liked English class. Eleven percent had no opinion and 16% agreed that they
enjoyed the class. Regarding the levels of difficulty when students had to memorize
vocabulary words, most (55%) reported ―somewhat difficult.‖ Concerning the activities
that took place in the English class, most (33%) felt somewhat dissatisfied and many
others (30%) felt undecided. Thirty-three percent of the students claimed a lack of
interest in learning English in the classroom due to the methods used by their teachers.
Prior to the study, students had not experienced learning English integrated with music.
Forty-one percent of students chose ―undecided‖ when asked if they thought they might
enjoy music activities in English class, and 44% felt that learning English songs would
not be very effective to help them learn the language.
Items ―g‖ to ―j‖ were designed to investigate students’ motivation in learning
English at school (see Table 4-3). Thirty-three percent of the students felt that they liked
to learn English at school, but 30% of them disagreed. The majority of the students
(52%) did not like to raise their hands and answer questions during the class. Forty-four
percent disagreed that they studied hard during the class. Furthermore, 38% felt that
they often thought about something else during English class.
Language Development
While this study was intended to explore the oral speaking ability of ESOL
students, items ―k‖ to ―q‖ were written with the intent to examine students’ motivation in
speaking English (see Table 4-4). Many students (34%) did not like to practice speaking
English, and many (48%) did not like to carefully pronounce vocabulary words and
sentences when speaking. In addition, not many students (58%) practiced speaking
English with their friends and/or family, and many (44%) did not feel confident when
57
speaking English in class. Survey results suggested that learners of English (44%) in
Taiwan experienced a greater degree of emphasis on reading than learners of English
(9%) on speaking. Forty-four percent of students lacked confidence when speaking
English to native speakers, and 39% lacked confidence when speaking English in front
of their classmates. Forty-one percent considered their English pronunciation to be
―bad.‖
Social Skills Development
Items ―r‖ through ―t‖ were designed to inspect students’ social skills with
classmates (see Table 4-5). Many students (45%) felt that they did not work well with
their peers, and other students (52%) learned how to help their fellow classmates in the
lessons. Twenty-six percent chose ―undecided‖ when asked about their preference to
learn English alongside their classmates. These attitudes suggest a need for more
group-oriented approaches to teaching English.
Data Analyses
The primary objective of this study was to determine if ESOL students in a
treatment program made significant improvements in English pronunciation and
vocabulary retention skills. Individual pretest and posttest scores on the picture
vocabulary and phonemic analysis subtests from the Test of Language Development-
Primary 3 level (TOLD-P:3) were compared in the experimental and control groups. A
comparison of participants' picture vocabulary and phonemic analysis pretest and
posttest scores would determine if the experimental treatment program increased the
students' English language skills.
Prior to the experiment, all students learned under the traditional method
described in Chapter 3. Two class sessions took place each week, and each session
58
lasted 40 minutes. Pretest and posttest scores on vocabulary and pronunciation tests
were evaluated. The results of the pre-vocabulary and pre-pronunciation test scores for
the experimental and control groups are illustrated in Tables 4-6 and 4-7. The
researcher considered .05 as the significance level. The experimental group pretest
means (see Table 4-12) on the vocabulary subtest were lower (M = 63.05) than those of
the control group (M = 67.97). Independent sample t-tests may be used to compare the
differences of means between the two groups (Agresti & Franklin, 2009; Johnson &
Christensen, 2008). Therefore, an independent sample t-test was employed to compare
mean differences between the two groups in the present study. Larger sample sizes will
result in more precise t distribution values (Agresti & Franklin, 2009; Hinton, 2004). The
results suggest no statistical significance (p = .18) between the two groups on the mean
scores of the pre-vocabulary test (see Table 4-6). The mean scores of the pre-
pronunciation test of the experimental group (M = 62.03) were lower than the control
group (M = 64.69) by 2.66 points (see Table 4-12). The significant level was p = .76
(see Table 4-7). Accordingly, no significant differences of the pre-vocabulary and pre-
pronunciation test scores occurred between the two groups. Before the research study,
the students in the experimental and control groups had similar levels of English
proficiency.
Pretest and Posttest Vocabulary Scores of the Experimental Group
Table 4-8 shows the vocabulary test results of the experimental group before and
after the 12-week music treatment. After students received music activities for inversion,
the mean scores (91.48) of the posttest were higher than the pretest mean scores
(63.05) by 28.43 points. According to Agresti and Franklin (2009), a paired-difference t-
test is used when comparing the means of a single sample. Therefore, a paired t-test
59
was applied to compare the means of the pretest and posttest scores in the
experimental group (p = .00). A significant difference in the mean scores therefore
occurred between the pretest and posttest scores after music activities were integrated
with learning English.
Pretest and Posttest Vocabulary Scores of the Control Group
Table 4-9 shows the results of the pretest and posttest vocabulary scores after the
control group received the traditional method for teaching. Students’ posttest scores (M =
70.86) were higher than their pretest scores (M = 67.97). The p value was above the
significant level of .05. As a result, no statistically significant difference occurred between the
means of the pretest and posttest scores. Consequently, no significant improvements of the
control group occurred after the students received the 12-week traditional method for
teaching.
Experimental Group Pretest and Posttest Pronunciation Scores
Table 4-10 shows the pronunciation test results of the experimental group before
and after the 12-week music treatment. After students received music activities for
inversion, the mean scores of the posttest (M = 92.27) were higher than the pretest
mean scores (M = 62.03) by 30.23 points, p = .00. Accordingly, a significant difference
occurred of the means scores between pretest and posttest after music activities were
integrated with learning English.
Pretest and Posttest of Pronunciation Scores of the Control Group
Table 4-11 shows the results of pretest and posttest vocabulary scores after the
control group received the traditional method of teaching with no music. Students’
posttest scores (M = 67.81) were higher than their pretest scores (M = 64.69), p = .091.
60
As a result, no statistically significant difference occurred between the means of the
pretest and posttest scores.
Most participants in the experimental and control groups showed overall
improvement. In the experimental group, participants' overall English pronunciation
score ranges were 25 to 95 on the pretest and 70 to 100 on the posttest. Sixty-one of
the 64 students in the experimental group showed improvement in English
pronunciation. Students' vocabulary score ranges were 20 to 95 on the pretest and 70
to 100 on the posttest. All participants in the experimental group showed improvement
in the vocabulary test.
Table 4-12 shows the pretest and posttest scores for both the experimental and
control groups. The experimental group's pretest and posttest English pronunciation
mean scores increased by 30.24 points. The participants' vocabulary mean scores
increased by 28.44 points.
Participants in the control group showed overall improvement. The students'
overall pronunciation score ranged from 30 to 95 on the pretest and from 35 to 100 on
the posttest. Thirty-six of the 64 participants in the control group showed improvement
in English pronunciation. The control group students' vocabulary scores ranged from 20
to 100 on the pretest and from 15 to 100 on the posttest. Thirty-eight participants in the
control group showed improvement in vocabulary retention. The control group's English
pronunciation mean scores increased by 3.12 points. The control group students’
vocabulary mean scores increased by 2.89 points.
According to the results, students in both groups increased their pronunciation and
vocabulary skills. The experimental group increased significantly compared to the
61
control group. Furthermore, the researcher utilized a one-way ANOVA to investigate the
significance of the effect of music activities on English pronunciation and vocabulary
retention of ESOL students.
Students’ pronunciation gain scores were statistically and significantly affected by
music activities (p = .00). Consequently, null Hypothesis 1 (music activities will have no
effect on English pronunciation among fourth-grade ESOL students in Chia-Yi, Taiwan)
was rejected (see Table 4-13). Music activities had a statistically significant effect on
students’ vocabulary retention skills (p = .00). Accordingly, null Hypothesis 2 (music
activities will have no effect on English vocabulary retention among fourth-grade ESOL
students in Chia-Yi, Taiwan) was rejected (see Table 4-14).
Gender and musical experience with pronunciation and vocabulary gain scores
Moreover, the researcher conducted a one-way ANOVA post hoc test to
investigate the interactions of English pronunciation and vocabulary scores with
students’ gender and musical and English experience. Results showed that gender has
no significant effect on students’ pronunciation and vocabulary scores (see Tables 4-15
and 4-16). Four categories of musical experience were covariates: 1) students who
currently take private music lessons; 2) students who do not take lessons now, but have
taken lessons before; 3) students who participate in organized musical activities outside
school; and 4) students who participate in leisurely musical activities outside school. In
order to investigate and account for the effect of all covariates on participants’
pronunciation and vocabulary scores (DV), a multiple analysis of covariance
(MANCOVA) was utilized (see Tables 4-17 to 4-18).
Results indicated a significant effect of currently private music instruction on
pronunciation scores (p = .00). The researcher utilized a one sample t-test to examine
62
mean score differences between experimental and control group students who were
currently engaged in private music instruction. The results indicated a significant
difference between mean gain scores of the two groups (see Tables 4-19). The finding
suggested that the music treatment had a positive effect on participants' gain scores.
English experience with pronunciation and vocabulary gain scores
Three categories of English experience included: 1) students who have taken
English lessons before third grade; 2) number of years of English instruction; and 3)
students’ whose outside English teacher is a native English speaker. Significant
differences were found between students with less than one year of English lessons
and all other students on the pronunciation measure. Measures of significance
increased in accordance with the number of years of instruction (see Table 4-20).
However, the number of years of English lessons had no effect on vocabulary gain
scores (see Table 4-21). To explore the effect of English experience on pronunciation
and vocabulary gain scores, a multiple analysis of covariance (MANCOVA) was applied
to account for all covariates. Results have shown no significant effects of English
experience on pronunciation and vocabulary scores (see Tables 4-22 and 4-23).
IMMA scores, parents’ education, and parents’ attitudes toward students’ school work with pronunciation and vocabulary gain scores
The researcher used a general linear model (GLM) ANOVA and a one-way
ANOVA post hoc test to examine the effect of IMMA-tonal subtest scores, IMMA-rhythm
subtest scores, IMMA composite scores, parents’ education, and parents’ attitudes
toward students’ schoolwork on pronunciation and vocabulary gain scores. The effect of
the IMMA-tonal subtest on pronunciation gain scores, the IMMA-rhythm subtest scores
on vocabulary gain scores, and the IMMA composite scores on pronunciation and
63
vocabulary gain scores were all significant (see Tables 4-24 to 4-29). In addition, results
showed that parents’ education and their attitudes toward students’ schoolwork had no
effect on pronunciation and vocabulary gain scores (see Tables 4-30 to 4-35).
Reliability
To establish the reliability of this study, the researcher utilized the Pearson r
correlation coefficients to determine the interjudge reliability on the pronunciation test
(see Table 4-36). The researcher graded 100% of the students. Judge 1 and Judge 2
scored 20% of the total participants on both the pretest and posttest. Pretest and
posttest samples were rated ―fully blind.‖ The judges rated data samples, which
included pretest and posttest responses from both the experimental and control groups.
Data samples were not identified as "pretest" or "posttest" results. The Pearson r
correlation coefficients were calculated using SPSS 18 to correlate the three judges’
ratings on both the pretest and posttest.
The Pearson r correlation coefficients between Judge 1 and the researcher’s
grading on the pretest (n = 14) was r = .71, p = 0.005. The correlation between the
researcher and Judge 2 on the pretest (n = 14) was r = .86, p = .00. The posttest
correlation and significant level (n = 14) between the researcher and Judge 1 was r =
.80, p = .001. Scores between the researcher and Judge 2 on the posttest were r = .89,
p = .00. For the combined pretest and posttest scores (n = 28), the correlation between
the researcher and Judge1 was r = .85, p = .00. The correlation between the researcher
and Judge 2 (n = 28) was r = .90, p = .00. The correlations from the posttest scores
presented a higher correlation than those on the pretest. The reliability was found to be
significant on pretest, posttest, and combined pretest-posttest scores.
64
Posttest Questionnaire
After the treatment period, the experimental group received the posttest
questionnaire. Posttest questionnaire items were divided into three categories: affective
development, social skills development, and language development. Questionnaire
items were analyzed to understand experimental group students’ attitudes after music
instruction.
Affective Development
Items ―a‖ though ―g‖ were designed to examine students’ motivation in learning
English (see Table 4-37). Most of the students (84%) felt that music activities raised
their interest in learning English. Forty-eight percent strongly agreed that music
activities helped them concentrate more in their English class and overcome a fear of
learning English. Ninety-seven percent liked having music activities in English class,
and those students (77%) wanted to continue having music activities in English class in
the future. Sixty-six percent of students strongly agreed that music activities got them
more involved in learning English, and they (67%) felt confident when learning English
through singing songs.
Social Skills Development
Items ―h‖ through ―l‖ were intended to investigate students’ interaction and
cooperation with classmates during music instruction (see Table 4-38). Ninety-two
percent liked singing songs with classmates in English class. Fifty percent strongly
agreed that music activities helped them work well with classmates, and 56% stated
that music activities helped them get along better with classmates. Eighty percent felt
that they learned to help classmates through music activities, and 73% stated that they
learned to appreciate other people’s ideas through music activities.
65
Language Development
Items ―m‖ through ―s‖ were designed to explore students’ attitudes toward
speaking English during music instruction (see Table 4-39). Eighty-one percent felt
music activities helped them improve English pronunciation, and 67% felt that music
activities also reduced their fear of speaking English. Fifty-two percent strongly agreed
that music activities provided them with opportunities to learn new vocabulary words,
and 58% stated that they learned vocabulary words faster than before. Seventy-five
percent responded that music activities helped them enjoy practicing English
pronunciation, and 84% stated that music activities helped improve their confidence
when speaking English aloud. Seventy-five percent strongly agreed that music activities
made them want to speak English even more.
66
Table 4-1. Demographic information (N = 128)
Demographic A-Experimental (n = 64) B-Control (n = 64)
Age* 9 years and 3 months 9 years and 4 months
Gender
Boys 34 38 Girls 30 26
Parents’ education Father College College
Mother College College
IMMA
Tonal** 34.56 32.42
Rhythm** 33.45 30.91
Composite** 68.01 63.33
*Expressed by the mean age ** Expressed by the group mean
67
Table 4-2. Frequencies and percentages of students’ learning English at school in the experimental group (n = 64)
Experimental
Questionnaires n % a. I like English class.
Strongly disagree 14 22 Disagree 28 44
Undecided 7 11 Agree 10 16 Strongly agree 5 8
b. How difficult do you find it to memorize vocabulary words?
Very difficult 17 27
Somewhat difficult 35 55 Undecided 3 5 Somewhat easy 6 9
Very easy 3 5 c. How do you feel about the activities that take place in English class?
Very dissatisfied 4 6 Somewhat dissatisfied 21 33 Undecided 19 30
Somewhat satisfied 16 25 Very satisfied 4 6
d. The way the English teacher teaches makes me interested in learning English.
Strongly disagree 9 14 Disagree 21 33
Undecided 14 22 Agree 16 25 Strongly agree
e. In the English classroom, we learn mostly through. . . Writing 21 33 Reading 33 52
Undecided 1 2 Speaking 4 6 Listening 5 8
4
21 28 1 6 9
6
33 44 2 9
14
f. I enjoy having music activities in English class. Strongly disagree 11 17 Disagree 17 27
Undecided 26 41 Agree 7 11 Strongly agree 3 5
g. Do you feel that learning English songs helps you learn the language?
Not at all effective 4 6
Not very effective 28 44 Undecided 19 30 Somewhat effective 7 11
Very effective 6 9
68
Table 4-3. Motivation in learning English (n = 64) Experimental
Questionnaires n % h. I like learning English in school.
Strongly disagree 8 13 Disagree 19 30 Undecided 5 8 Agree 21 33 Strongly agree 11 17
i. I like to raise my hand and answer questions in English class. Strongly disagree 16 25 Disagree 33 52 Undecided 4 6 Agree 9 14 Strongly agree 2 3
j. I study hard during English class. Strongly disagree 17 27 Disagree 28 44 Undecided 3 5 Agree 9 14 Strongly agree 7 11
k. I often think about other things during English class. Strongly disagree 18 28 Disagree 16 25 Undecided 5 8 Agree 24 38 Strongly agree 1 2
69
Table 4-4. Motivation in speaking English (n = 64) Experimental
Questionnaires n %
l. I like to practice speaking English.
Strongly disagree 19 30
Disagree 22 34
Undecided 4 6
Agree 12 19
Strongly agree 7 11
m. I carefully pronounce vocabulary words and sentences when speaking English.
Strongly disagree 23 36
Disagree 31 48
Undecided 2 3
Agree 6 9
Strongly agree 2 3
n. I practice speaking English with my friends and/or family.
Strongly disagree 14 22
Disagree 37 58
Undecided 3 5
Agree 8 13
Strongly agree 2 3
o. I feel confident when speaking English in class.
Strongly disagree 16 25
Disagree 32 50
Undecided 2 28
Agree 13 3
Strongly agree 1 2
p. I feel confident when speaking English to native speakers.
Strongly disagree 21 33
Disagree 28 44
Undecided 4 6
Agree 9 14
Strongly agree 2 3
q. How well do you pronounce English words?
Very bad 8 13
Bad 26 41
Undecided 17 27
Good Very good
7 6
11 9
r. How do you feel when you speak English in front of your classmates?
Very uncomfortable 14 22
Uncomfortable 25 39 Undecided 9 14
Comfortable 10 16
Very comfortable 6 9
70
Table 4-5. Learning English with my classmates (n = 64)
Experimental
Questionnaires n % s. I like to learn English with classmates.
Strongly disagree 8 13 Disagree 19 30 Undecided 26 41 Agree 8 13 Strongly agree 3 5
t. I work well with my classmates in English lessons. Strongly disagree 16 25 Disagree 29 45 Undecided 6 9 Agree 7 11 Strongly agree 6 9
u. I have learned how to help classmates in English lessons. Strongly disagree 14 22 Disagree 33 52 Undecided 4 6 Agree 10 16 Strongly agree 3 5
Table 4-6. Independent sample t-test for the pre-vocabulary test scores between the
experimental and control groups (N = 128)
95% Confidence Interval
F p t df Sig. Mean SE Lower Upper
Vocabulary a. 3.752 .055 -1.342 126 .182 -4.922 3.667 -12.179 2.335
b. -1.342 116.980 .182 -4.922 3.667 -12.184 2.340
a. Equal variances assumed b. Equal variances not assumed
71
Table 4-7. Independent sample t-test for pre-pronunciation test scores between the experimental and control groups (N = 128)
95% Confidence Interval
F p t df Sig. Mean SE Lower Upper
Pronunciation a. .094 .760 -.838 126 .404 -2.656 3.170 -8.931 3.618
b. -.838 125.995 .404 -2.656 3.170 -8.931 3.618
a. Equal variances assumed b. Equal variances not assumed Table 4-8. Pretest and posttest vocabulary scores of the experimental group (n = 64) 95% Confidence Interval
Mean SD SE Lower Upper t df p
Pretest-Posttest 28.43750 14.93039 1.86630 24.70800 32.16700 15.237 63 .000*
*p <.05 Table 4-9. Pretest and posttest vocabulary scores of the control group (n = 64)
95% Confidence Interval
Mean SD SE Lower Upper t df p
Pretest-Posttest 2.89063 12.71809 1.58976 -.28626 6.06751 1.818 63 .074
Table 4-10. Pretest and posttest pronunciation scores of the experimental group (n =
64) 95% Confidence Interval
Mean SD SE Lower Upper t df p
Pretest-Posttest 30.23438 17.46720 2.18340 25.87120 34.59755 13.847 63 .000*
*p < .05
72
Table 4-11. Pretest and posttest pronunciation scores of the control group (n = 64) 95% Confidence Interval
Mean SD SE Lower Upper t df p
Pretest-Posttest 3.12500 14.57057 1.82132 -.51462 6.76462 1.716 63 .091
Table 4-12. Pretest and posttest scores on the picture vocabulary and phonemic
analysis subtests for all groups (N = 128)
Pronunciation Vocabulary
Group Pre Post Pre Post
Experimental 62.03 92.27 63.04 91.48
Control 64.69 67.81 67.97 70.86
Table 4-13. One-way analysis of variance for effect of music activities on students’
pronunciation gain scores
Table 4-14. One-way analysis of variance for effect of music activities on students’
vocabulary gain scores
Sum of Squares Df Mean Square F p
Between Groups 23517.383 1 23517.383 90.905 .000 Within Groups 32596.484 126 258.702 Total 56113.867 127
Sum of Squares Df Mean Square F p
Between Groups 20884.570 1 20884.570 108.585 .000 Within Groups 24233.984 126 192.333 Total 45118.555 127
73
Table 4-15. One-way analysis of variance (gender and pronunciation gain scores)
Table 4-16. One-way analysis of variance (gender and vocabulary gain scores)
Table 4-17. Multiple analysis of covariance (musical experience and pronunciation gain scores)
Source
Type III Sum
of Squares df Mean Square F p
Corrected Model 26967.405a 5 5393.481 22.576 .000
Intercept 8281.309 1 8281.309 34.664 .000
1. 3187.076 1 3187.076 13.340 .000*
2. 9.952 1 9.952 .042 .839
3. 23.181 1 23.181 .097 .756
4. 377.781 1 377.781 1.581 .211
Group 25746.614 1 25746.614 107.769 .000
Error 29146.462 122 238.905
Total 91725.000 128
Corrected Total 56113.867 127
*p < .05 1. Students currently take private music lessons. 2. Students not taking lessons now but have taken lessons before. 3. Students’ participation in organized musical activities outside of school. 4. Students’ participation in leisure musical activities outside of school.
Sum of Squares df Mean Square F p
Between Groups 130.286 1 130.286 .293 .589 Within Groups 55983.581 126 444.314 Total 56113.867 127
Sum of Squares df Mean Square F p
Between Groups 513.545 1 513.545 1.451 .231
Within Groups 44605.010 126 354.008
Total 45118.555 127
74
Table 4-18. Multiple analysis of covariance (musical experience and vocabulary gain scores)
Source
Type III Sum
of Squares df Mean Square F p
Corrected Model 22489.686a 5 4497.937 24.250 .000
Intercept 7966.264 1 7966.264 42.949 .000
1. 1159.321 1 1159.321 6.250 .064
2. 553.275 1 553.275 2.983 .087
3. 23.354 1 23.354 .126 .723
4. 145.016 1 145.016 .782 .378
Group 22044.333 1 22044.333 118.849 .000
Error 22628.868 122 185.483
Total 76525.000 128
Corrected Total 45118.555 127
1. Students currently take private music lessons. 2. Students not taking lessons now but have taken lessons before. 3. Students’ participation in organized musical activities outside of school. 4. Students’ participation in leisure musical activities outside of school. Table 4-19. One sample t test (students currently taking private music lessons in the
experimental and control groups and pronunciation gain scores)
95% Confidence Interval
t df p (2-tailed)
Mean Difference Lower Upper
1. 15.168 22 .000* 51.95652 44.8528 59.0603 2. 21.937 37 .000* 61.31579 55.6525 66.9791
*p < .05 1. Students currently take private lessons in the experimental group 2. Students currently take private lessons in the experimental group
75
Table 4-20. One-way analysis of variance post hoc test (the number of years of English instruction and pronunciation gain scores)
Year
Mean Difference SE p
95% Confidence Interval
Lower Bound Upper Bound
1** 2 16.449* 4.603 .016 2.05 30.85
3 23.116* 5.493 .002 5.94 40.30
4 23.116* 4.086 .000 10.34 35.89
5 27.266* 3.441 .000 16.50 38.03
2** 1 -16.449* 4.603 .016 -30.85 -2.05
3 6.667 6.703 .911 -14.30 27.63
4 6.667 5.608 .841 -10.87 24.21
5 10.817 5.157 .360 -5.31 26.95
3** 1 -23.116* 5.493 .002 -40.30 -5.94
2 -6.667 6.703 .911 -27.63 14.30
4 .000 6.359 1.000 -19.89 19.89
5 4.150 5.965 .975 -14.51 22.81
4** 1 -23.116* 4.086 .000 -35.89 -10.34
2 -6.667 5.608 .841 -24.21 10.87
3 .000 6.359 1.000 -19.89 19.89
5 4.150 4.701 .941 -10.55 18.85
5** 1 -27.266* 3.441 .000 -38.03 -16.50
2 -10.817 5.157 .360 -26.95 5.31
3 -4.150 5.965 .975 -22.81 14.51
4 -4.150 4.701 .941 -18.85 10.55
*p < .05 **1. (less than one year) 2. (1 year) 3. (2 years) 4. (3 years) 5. (4 or more than 4 years)
76
Table 4-21. One-way analysis of variance post hoc test (the number of years student has taken English lessons and vocabulary gain scores)
Year
Mean Difference SE p
95% Confidence Interval
Lower Bound Upper Bound
1** 2 -5.746 6.514 .941 -26.12 14.63
3 4.254 7.773 .990 -20.06 28.56
4 10.504 5.782 .512 -7.58 28.59
5 7.854 4.870 .628 -7.38 23.09
2** 1 5.746 6.514 .941 -14.63 26.12
3 10.000 9.485 .892 -19.66 39.66
4 16.250 7.936 .385 -8.57 41.07
5 13.600 7.298 .485 -9.22 36.42
3** 1 -4.254 7.773 .990 -28.56 20.06
2 -10.000 9.485 .892 -39.66 19.66
4 6.250 8.998 .975 -21.89 34.39
5 3.600 8.441 .996 -22.80 30.00
4** 1 -10.504 5.782 .512 -28.59 7.58
2 -16.250 7.936 .385 -41.07 8.57
3 -6.250 8.998 .975 -34.39 21.89
5 -2.650 6.653 .997 -23.46 18.16
5** 1 -7.854 4.870 .628 -23.09 7.38
2 -13.600 7.298 .485 -36.42 9.22
3 -3.600 8.441 .996 -30.00 22.80
4 2.650 6.653 .997 -18.16 23.46
**1. (less than one year) 2. (1 year) 3. (2 years) 4. (3 years) 5. (4 or more than 4 years)
77
Table 4-22. Multiple analysis of covariance (English experience and pronunciation gain scores)
Source
Type III Sum
of Squares df Mean Square F p
Corrected Model 23931.297a 4 5982.824 22.866 .000
Intercept 4127.140 1 4127.140 15.774 .000
1. 272.003 1 272.003 1.040 .310
2. 1.408 1 1.408 .005 .942
3. 301.757 1 301.757 1.153 .285
Group 21365.245 1 21365.245 81.657 .000
Error 32182.570 123 261.647
Total 91725.000 128
Corrected Total 56113.867 127
1. Students have taken English lessons before third grade. 2. The number of years of English instruction 3. Students’ outside English teacher who is a native English speaker
78
Table 4-23. Multiple analysis of covariance (English experience and vocabulary gain scores)
Source
Type III Sum
of Squares df Mean Square F p
Corrected Model 30538.233a 4 7634.558 64.405 .000
Intercept 17193.084 1 17193.084 145.041 .000
1. 39.843 1 39.843 .336 .563
2. 8802.165 1 8802.165 74.255 .060
3. 439.071 1 439.071 3.704 .057
Group 12591.957 1 12591.957 106.226 .000
Error 14580.322 123 118.539
Total 76525.000 128
Corrected Total 45118.555 127
1. Students have taken English lessons before third grade. 2. Number of years of English instruction 3. Students’ outside English teacher who is a native English speaker Table 4-24. General linear model (GLM) analysis of variance to examine pronunciation
gain scores with IMMA-tonal scores
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 27322.729a 2 13661.364 59.312 .000
Intercept 805.030 1 805.030 3.495 .064
Tonal 3805.346 1 3805.346 16.521 .000*
Group 17853.898 1 17853.898 77.515 .000
Error 28791.138 125 230.329
Total 91725.000 128 Corrected Total 56113.867 127
*p < .0
79
Table 4-25. General linear model (GLM) analysis of variance to examine vocabulary gain scores with IMMA-tonal scores
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 20887.263a 2 10443.631 53.875 .000 Intercept 829.976 1 829.976 4.282 .041 Tonal 2.692 1 2.692 .014 .906 Group 19523.991 1 19523.991 100.717 .000 Error 24231.292 125 193.850
Total 76525.000 128
Corrected Total 45118.555 127
Table 4-26. General linear model (GLM) analysis of variance to examine pronunciation
gain scores with IMMA-rhythm scores
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 23544.802a 2 11772.401 45.182 .000 Intercept 592.915 1 592.915 2.276 .134 Rhythm 27.419 1 27.419 .105 .746 Group 21759.576 1 21759.576 83.513 .000 Error 32569.066 125 260.553
Total 91725.000 128
Corrected Total 56113.867 127
Table 4-27. General linear model (GLM) to examine vocabulary gain scores with IMMA-
rhythm scores
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 24691.557a 2 12345.779 75.548 .000
Intercept 768.034 1 768.034 4.700 .032*
Rhythm 3806.987 1 3806.987 23.296 .000
Group 15489.494 1 15489.494 94.786 .000
Error 20426.997 125 163.416
Total 76525.000 128
Corrected Total 45118.555 127
*p < .05
80
Table 4-28. General linear model (GLM) analysis of variance to examine pronunciation gain scores with IMMA composite scores
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 25494.267a 2 12747.134 52.038 .000
Intercept 306.270 1 306.270 1.250 .266
Composite 1976.885 1 1976.885 8.070 .005*
Group 17412.946 1 17412.946 71.086 .000
Error 30619.600 125 244.957
Total 91725.000 128
Corrected Total 56113.867 127
*p < .05 Table 4-29. General linear model (GLM) analysis of variance to examine vocabulary
gain scores with IMMA composite scores
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 22609.601a 2 11304.800 62.779 .000
Intercept 262.951 1 262.951 1.460 .229
Composite 1725.031 1 1725.031 9.580 .002*
Group 15491.825 1 15491.825 86.031 .000
Error 22508.954 125 180.072
Total 76525.000 128
Corrected Total 45118.555 127
*p < .05
81
Table 4-30. One-way analysis of variance post hoc test (father’s education and pronunciation gain scores)
Ed
Mean Difference SE p
95% Confidence Interval
Lower Bound Upper Bound
1* 2 -.466 6.686 1.000 -21.38 20.44
3 -.250 7.788 1.000 -24.61 24.11
4 -2.083 7.718 .999 -26.22 22.06
5 3.125 9.735 .999 -27.32 33.57
2* 1 .466 6.686 1.000 -20.44 21.38
3 .216 5.435 1.000 -16.78 17.21
4 -1.617 5.334 .999 -18.30 15.07
5 3.591 7.978 .995 -21.36 28.54
3* 1 .250 7.788 1.000 -24.11 24.61
2 -.216 5.435 1.000 -17.21 16.78
4 -1.833 6.664 .999 -22.67 19.01
5 3.375 8.922 .998 -24.53 31.28
4* 1 2.083 7.718 .999 -22.06 26.22
2 1.617 5.334 .999 -15.07 18.30
3 1.833 6.664 .999 -19.01 22.67
5 5.208 8.861 .987 -22.51 32.92
5* 1 -3.125 9.735 .999 -33.57 27.32
2 -3.591 7.978 .995 -28.54 21.36
3 -3.375 8.922 .998 -31.28 24.53
4 -5.208 8.861 .987 -32.92 22.51
* 1. (Middle school or below) 2. (High school) 3. (Vocational college) 4. (University) 5. (Graduate degree)
82
Table 4-31. One-way analysis of variance post hoc test (father’s education and vocabulary gain scores)
Ed
Mean Difference SE p
95% Confidence Interval
Lower Bound Upper Bound
1* 2 5.180 5.960 .944 -13.46 23.82
3 2.333 6.943 .998 -19.38 24.05
4 1.726 6.881 1.000 -19.79 23.25
5 8.958 8.679 .899 -18.19 36.10
2* 1 -5.180 5.960 .944 -23.82 13.46
3 -2.847 4.845 .987 -18.00 12.31
4 -3.454 4.755 .970 -18.33 11.42
5 3.778 7.113 .991 -18.47 26.02
3* 1 -2.333 6.943 .998 -24.05 19.38
2 2.847 4.845 .987 -12.31 18.00
4 -.607 5.941 1.000 -19.19 17.97
5 6.625 7.955 .952 -18.25 31.50
4* 1 -1.726 6.881 1.000 -23.25 19.79
2 3.454 4.755 .970 -11.42 18.33
3 .607 5.941 1.000 -17.97 19.19
5 7.232 7.900 .933 -17.48 31.94
5* 1 -8.958 8.679 .899 -36.10 18.19
2 -3.778 7.113 .991 -26.02 18.47
3 -6.625 7.955 .952 -31.50 18.25
4 -7.232 7.900 .933 -31.94 17.48
* 1. (Middle school or below) 2. (High school) 3. (Vocational college) 4. (University) 5. (Graduate degree)
83
Table 4-32. One-way analysis of variance post hoc test (mother’s education and pronunciation gain scores)
Ed
Mean Difference SE p
95% Confidence Interval
Lower Bound Upper Bound
1* 2 7.010 5.976 .848 -11.68 25.70
3 -1.510 7.380 1.000 -24.59 21.57
4 -3.410 6.755 .992 -24.54 17.72
5 8.000 10.063 .959 -23.47 39.47
2* 1 -7.010 5.976 .848 -25.70 11.68
3 -8.520 5.684 .691 -26.30 9.26
4 -10.421 4.845 .333 -25.57 4.73
5 .990 8.895 1.000 -26.83 28.81
3* 1 1.510 7.380 1.000 -21.57 24.59
2 8.520 5.684 .691 -9.26 26.30
4 -1.900 6.498 .999 -22.22 18.42
5 9.510 9.893 .921 -21.43 40.45
4* 1 3.410 6.755 .992 -17.72 24.54
2 10.421 4.845 .333 -4.73 25.57
3 1.900 6.498 .999 -18.42 22.22
5 11.410 9.436 .833 -18.10 40.92
5* 1 -8.000 10.063 .959 -39.47 23.47
2 -.990 8.895 1.000 -28.81 26.83
3 -9.510 9.893 .921 -40.45 21.43
4 -11.410 9.436 .833 -40.92 18.10
* 1. (Middle school or below) 2. (High school) 3. (Vocational college) 4. (University) 5. (Graduate degree)
84
Table 4-33. One-way analysis of variance post hoc test (mother’s education and vocabulary gain scores)
Ed
Mean Difference SE p
95% Confidence Interval
Lower Bound Upper Bound
1* 2 3.917 5.407 .971 -12.99 20.83
3 -.863 6.677 1.000 -21.75 20.02
4 -1.949 6.111 .999 -21.06 17.16
5 11.833 9.105 .792 -16.64 40.31
2* 1 -3.917 5.407 .971 -20.83 12.99
3 -4.779 5.143 .929 -20.86 11.31
4 -5.865 4.384 .774 -19.58 7.84
5 7.917 8.048 .914 -17.25 33.09
3* 1 .863 6.677 1.000 -20.02 21.75
2 4.779 5.143 .929 -11.31 20.86
4 -1.086 5.879 1.000 -19.47 17.30
5 12.696 8.950 .734 -15.30 40.69
4* 1 1.949 6.111 .999 -17.16 21.06
2 5.865 4.384 .774 -7.84 19.58
3 1.086 5.879 1.000 -17.30 19.47
5 13.782 8.537 .627 -12.92 40.48
5* 1 -11.833 9.105 .792 -40.31 16.64
2 -7.917 8.048 .914 -33.09 17.25
3 -12.696 8.950 .734 -40.69 15.30
4 -13.782 8.537 .627 -40.48 12.92
* 1. (Middle school or below) 2. (High school) 3. (Vocational college) 4. (University) 5. (Graduate degree)
85
Table 4-34. General linear model (GLM) analysis of variance to examine pronunciation gain scores with parents’ attitudes toward students’ schoolwork
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 23849.891a 2 11924.945 46.201 .000 Intercept 5900.622 1 5900.622 22.861 .000 Parents’ attitudes 332.508 1 332.508 1.288 .259 Group 23789.702 1 23789.702 92.168 .000 Error 32263.976 125 258.112
Total 91725.000 128
Corrected Total 56113.867 127
Table 4-35. General linear model (GLM) analysis of variance to examine vocabulary
gain scores with parents’ attitudes toward students’ schoolwork
Source Type III Sum of
Squares df Mean Square F p
Corrected Model 21027.747a 2 10513.874 54.553 .000 Intercept 5872.423 1 5872.423 30.470 .000 Parents’ attitudes 143.177 1 143.177 .743 .390 Group 21023.316 1 21023.316 109.084 .000 Error 24090.808 125 192.726
Total 76525.000 128
Corrected Total 45118.555 127
Table 4-36. Reliability coefficients of pretest, posttest, and pretest/posttest combined
Test Researcher & J1 Researcher & J2
Pretest .71* .86**
Posttest .80** .89**
Pretest/Posttest combined .85** .90**
* p < .01 ** p ≤ .001
86
Table 4-37. Motivation in learning English Experimental Group
Questionnaires n % a. Music activities raise my interest in learning English.
Strongly disagree 1 2 Disagree 0 0 Undecided 9 14 Agree 9 14 Strongly agree 45 70
b. Music activities help me concentrate more in English class. Strongly disagree 1 2 Disagree 1 2 Undecided 14 22 Agree 17 27 Strongly agree 31 48
c. I like to have music activities in English class. Strongly disagree 0 0 Disagree 1 2 Undecided 1 2 Agree 25 39 Strongly agree 37 58
d. Music activities help me overcome my fear of learning English. Strongly disagree 1 2 Disagree 4 6 Undecided 17 27 Agree Strongly agree
11 31
17 48
e. I would like to continue having music activities in English class in the future.
Strongly disagree 1 2 Disagree 2 3 Undecided 12 19 Agree 12 19 Strongly agree 37 58
f. I feel confident when learning English through singing songs. Strongly disagree 0 0 Disagree 2 3 Undecided 9 14 Agree 10 17 Strongly agree 43 67
g. Music activities make me more involved in learning English. Strongly disagree 1 2 Disagree 2 3 Undecided 9 14 Agree 10 17 Strongly agree 42 66
87
Table 4-38. The effect of music activities on social skills
Experimental
Questionnaires n % h. I like to sing songs with classmates in English class.
Strongly disagree 0 0
Disagree 1 2 Undecided 4 6 Agree 14 22
Strongly agree 45 70 i. Music activities help me work well with classmates.
Strongly disagree 1 2
Disagree 2 3
Undecided 14 22 Agree 15 23
Strongly agree 32 50 j. Music activities help me get along better with classmates.
Strongly disagree 0 0 Disagree 1 2
Undecided 16 25 Agree 11 17 Strongly agree 36 56
k. I have learned how to help classmates through music activities.
Strongly disagree 0 0 Disagree 2 3 Undecided 11 17
Agree Strongly agree
14 37
22 58
l. I know how to appreciate other people’s ideas through music activities.
Strongly disagree 1 2
Disagree 3 5 Undecided 13 20
Agree 15 23 Strongly agree 32 50
88
Table 4-39. Motivation in speaking English Experimental
Questionnaires n %
m. Music activities help me improve my English pronunciation.
Strongly disagree 1 2
Disagree 1 2
Undecided 10 16
Agree 13 20
Strongly agree 39 61
n. Music activities provide me with many opportunities to learn vocabulary words.
Strongly disagree 2 3
Disagree 1 2
Undecided 16 25
Agree 12 19
Strongly agree 33 52 o. Through music activities, I enjoy practicing English pronunciation.
Strongly disagree 2 3
Disagree 2 3
Undecided 12 19
Agree 14 22
Strongly agree 34 53 p. Through music activities, I learned vocabulary words faster than
before. Strongly disagree
0
0
Disagree 2 3
Undecided 12 1
Agree 13 20
Strongly agree 37 58
q. During music activities, I can confidently speak English aloud.
Strongly disagree 0 0
Disagree 0 0
Undecided 10 17
Agree Strongly agree
13 41
20 64
r. Music activities can reduce my fear of speaking English.
Strongly disagree 2 3
Disagree 4 6
Undecided 15 23
Agree 16 25
Strongly agree 27 42
s. Music activities make me want to speak English even more.
Strongly disagree 0 0
Disagree 0 0
Undecided 8 13
Agree 8 13
Strongly agree 48 75
89
CHAPTER 5 DISCUSSION AND CONCLUSIONS
The purpose of this study was to investigate the effects of music activities on
English pronunciation and vocabulary retention of fourth-grade ESOL students in Chia-
Yi, Taiwan. One hundred and twenty-eight students participated in this study. Students
were from one elementary school and taking English lessons during the study.
Experimental group students (n = 64) received 12 weeks of lessons to help improve
their English pronunciation and vocabulary retention. Conversely, students in the control
group (n = 64) had a 12-week traditional method for teaching. This chapter contains the
conclusions of this study, the limitations of the study, the implications for pedagogical
practice, and recommendations for future language and music teaching.
Summary of the Research Findings
The following conclusions were derived from the results of this study.
English Pronunciation
A statistically significant difference was found between pretest and posttest pronunciation scores for the experimental group after music instruction (p = .00).
No statistically significant difference was found between pretest and posttest pronunciation scores for the control group after the students received 12 weeks of traditional method teaching (p = .09).
A statistically significant difference was found between pronunciation gain scores and students who received English instruction for less than one year (See Table 4-20).
A statistically significant difference in pronunciation scores was found among 1) students who currently take private music lessons (p = .00), 2) scores on the IMMA-tonal subtest (p = .00), and 3) the IMMA composite scores (p = .01).
No statistically significant difference was found between pronunciation scores and 1) gender (p = .59), 2) students who did not take private music lessons during the study, but had taken lessons before (p = .84), 3) students who participated in organized musical activities outside school (p = .76), 4) students who participated in leisurely musical activities outside school (p = .21), 5)
90
students who had taken English lessons before third grade (p = .31), and 6) students whose outside English teacher was a native English speaker (p = .29). Accordingly, students’ pronunciation scores were not affected by gender, previous private music lessons, music activities outside school, studying English earlier, or the nationality of their outside English teacher.
Vocabulary Retention
A statistically significant difference was found between pretest and posttest vocabulary scores for the experimental group after music instruction (p = .00).
No statistically significant difference was found between pretest and posttest vocabulary scores for the control group after 12 weeks of traditional method teaching (p = .07).
A statistically significant difference in the vocabulary scores was found among 1) scores on the IMMA-rhythm subtest (p = .03) and 2) the IMMA composite scores (p = .00).
No statistical significance was found among the vocabulary scores and 1) gender (p = .23), 2) students who currently have taken private music lessons (p = .06), 3) students who did not take private music lessons during the study, but had taken lessons before (p = .09), 4) students who participated in organized musical activities outside school (p = .72), 5) students who participated in leisurely musical activities outside school (p = .38), 6) students who had taken English lessons before third grade (p = .56), and 7) students whose outside English teacher was a native English speaker (p = .06). Accordingly, students’ vocabulary scores were not affected by gender, private music instruction during the study, previous private music lessons, music activities outside school, studying English earlier, or the nationality of their outside English teacher.
Student Impressions Prior to and Subsequent to the Study
Based on the survey questionnaire results, experimental group students had
positive attitudes toward music activities integrated with English instruction. In the
language development category, the majority of the students agreed that music
activities helped them improve their English pronunciation and they learned vocabulary
words faster than they had previously.
In this study, the researcher-designed curriculum required students to exercise
teamwork and cooperation during the activities, which enhanced students’ interaction
91
with their peers. Prior to the study, only 20% of the students agreed that they worked
well with their classmates during English lessons. Responses on the posttest
questionnaire indicated that 73% of the students felt that they worked well with their
classmates during English lessons. Overall, the responses on the posttest questionnaire
indicated that most of the students agreed that they liked learning English with
classmates through music activities. In addition, more than 90% of the students liked
singing songs in English class with their classmates.
In the affective development domain, most students had different attitudes after
music activities were integrated with learning English. More than 50% disagreed that
they like English class prior to the music instruction implementation. At the end of the
study, 84% felt that music activities raised their interests in learning English. Moreover,
97% expressed that they liked having music activities in English class. In addition, 83%
agreed that they became more involved and engaged in learning English.
Limitations
There were a number of limitations, which may or may not have influenced
outcomes of this study. First, the participants of this study came from only one
elementary school. More substantial results could be achieved by selecting additional
schools and then randomly assigning schools and students into two groups.
Second, the length of the study could be a limitation. The instructional treatment
period of the present study lasted only 12 weeks. As students began to recognize and
apply music activities in language learning, the music instructional time was close to
completion. Because participants were second language learners, students could have
gained more pronunciation and vocabulary retention skills by having more time to
practice and become accustomed to applying music for learning English.
92
Third, the present study was administered by only one English teacher.
Generalization of this study could be increased by having more language teachers
implement the researcher-designed curriculum. Fourth, certain variables (history, testing,
and differential selection) may have affected the internal validity of this study. These
covariates may contribute to the students’ language learning outcomes. Accordingly, the
researcher cannot assert that the notable improvement of the experimental group
students’ language skills was entirely ascribed to the researcher-designed curriculum.
Finally, researchers and educators should consider the limitations of this study when
generalizing these research findings. Nonetheless, results of this study have shown that
students who received music activities as a teaching strategy had significant
improvement compared to students who had no music instruction in the language
classroom.
Conclusions and Implications
The research results indicated that music contributes to language learning,
confirming the findings of Cruz-Cruz (2005) and Flores et al. (2006). The findings
indicated that current private music lessons, IMMA-tonal subtest scores, and IMMA
composite scores had a statistically significant effect on pronunciation gain scores. In
addition, results from the study suggested statistical significance when vocabulary
scores were compared with scores on the IMMA-rhythm subtest and the IMMA
composite test. These results may affirm the findings by Flores et al. (2006) and Anvari
et al. (2002), both of whom suggested that music benefits language acquisition.
Students who had musical training became more proficient at syllable detection,
pronunciation, and phonemic discrimination, all of which contribute to language
learning.
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Furthermore, the researcher suggests the following implications: first, interesting
and comprehensive activities play important roles in language learning (Bell, 1981;
Carlos, 2003; Gromko, 2005; Pyper, 2005; Yeoman, 1996). According to the research
findings, students’ attitudes changed after the study because music activities stimulated
students’ motivation and enhanced their engagement in the class. In addition, music
activities provided students the opportunity to practice the second language. Students
can memorize vocabulary words and focus on their pronunciation in enjoyable and
artistic ways.
Second, music activities may help students who have an attention deficit disorder.
Singing and rhyming interesting songs provide the opportunity for students to actively
memorize and feel a sense of achievement in language learning. Third, introverted
individuals may develop a more extroverted personality through the researcher-
designed curriculum. Students develop interpersonal skills through cooperation with
their peers in group activities. Reponses from the posttest questionnaire support this
conclusion.
Fourth, results of this study demonstrated that the researcher-designed curriculum
can be applied by language teachers. The researcher-designed curriculum may benefit
both English and music teachers to practice sequential instruction and develop inclusive
pedagogies for their students. This was a key finding, as positive results were not
dependent upon the instructional presence of a music educator, which will serve as a
noteworthy contribution to the field of secondary language study. Music therapy,
speech-language pathology, and language educators, who work with speech-impaired
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children and second language learners, may apply the researcher-designed curriculum
in their work environments.
Recommendations for Further Study
The number of English language learners is increasing worldwide. The findings
from this research suggest that music can benefit language proficiency for second
language learners. Recommendations for further study are as follows.
A random assignment of students into experimental and control groups is highly recommended. By applying random assignment, the researcher may enhance the probabilities of both groups on extraneous variables.
According to Krashen (1982), language acquisition is developed through ―comprehensible input‖ throughout a period of time. Therefore, a longitudinal study is needed to investigate students’ language development across time.
A portfolio assessment may be designed for teachers and students to track students’ affective, language, and social skills development.
Similar research could be duplicated with different age groups. Music activities may affect each group in various ways. Language teachers may have to adjust their pedagogy accordingly.
Additional practice and positive reinforcement should be applied for slower learners. With proper practice and reinforcement, students are more likely to have successful learning experiences and positive attitudes toward language learning.
This research could be conducted in different countries. Music activities might affect students’ language skills differently in various countries.
Finally, the findings of this study, in conjunction with the existing literature and the
researcher-designed curriculum, enrich teaching and research professional fields. This
researcher recommends that teachers apply these results and develop inclusive
pedagogies to enhance student learning. This study might then inspire researchers,
therapists, and educators to find new pedagogies to facilitate students’ reading fluency,
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speech-impairment, attention deficit disorder, and language acquisition in school
settings around the world.
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APPENDIX A INSTRUCTIONAL MUSIC TREATMENT
Textbook: Hello, Darbie! (Chen et al., 2006) Music aptitude test: Intermediate Measures of Music Audiation (IMMA) Test instrument: Test of Language Development (TOLD- P: 3) _____________________________________________________________ Day 1
Greeting Name game
- Teacher modeling patch the beat (2 beats pattern) - Students call and response - Teacher model the rhyme with patching the beat - Students call and response - Everyone sing the rhyme and introduce their name by turns Find a friend song
- Teacher models the song - Students learn the song in chunking - Sing the song with CD Music aptitude test: Intermediate Measures of Music Audiation (IMMA)
__________________________________________________________________________
Day 2 Pretests - Phonemic Analysis - Picture Vocabulary
__________________________________________________________________________
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Day 3: Lesson one: What time is it? (Content from Hello, Darbie! ) Objective:
The student will be able to speak, write, and apply the vocabulary words in the textbook.
Materials: CD, CD player, Vocabulary flash cards, Picture of the clock Activities:
Warm up ( 5 minutes) Sing the ―What time is it?‖ song and point out the time on their own
clock(10 minutes)
Chen et al, 2006
- Discuss ―what time is it?‖ in the song Present the vocabulary (20 minutes)
- Ex: Teacher: Now, let’s look at the clock. What time is it? Students: It is seven fifty.
- Students sing ―what time is it?‖ and teacher shows the vocabulary cards 7:30/ 2:20
- Students sing ―what time is it?‖ and students show 7:30/ 5:20 on their own clock at the same time
- Discuss other vocabulary and learn to read the clock in English (11:20, 11:25, 11:30, 11:35, 11:40, 11:45, 11:50,11:55,12:00)
Work book time (8 minutes) - Students practice writing the vocabulary words for today
Review the vocabulary flash cards Assignments (2 minutes)
a. Review and write the vocabulary words b. Color the vocabulary cards
__________________________________________________________________________
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Day 4 Objectives:
Students learn to read the clock in English: (11:20, 11:25, 11:30, 11:35, 11:40, 11:45, 11:50,11:55,12:00)
The student will be able to answer the questions by using ―What time is it?‖ & It’s ______.‖
Sing the sing ―What time is it?‖ (Students will be able to read the clock in English)
Materials: CD, CD player, Vocabulary flash cards, Sentence flash cards, Poster of the song lyrics Activities:
Warm up& review (7 minutes) Presentation of the sentences (10 minutes)
- Ex: Teacher: What time is it? (Judy) Student: It’s eleven thirty. (David) Teacher: What time is it now? (Judy) Student: It’s eleven forty. (David)
Sing ―What time is it?‖ song and change different vocabulary words (e.g.5:10, 11:20, 11:25, 11:30, 11:35, 11:40, 11:45, 11:50,11:55,12:00 ..etc.)
Sing ―What time is it?‖
- Divide students into two groups → take turns singing the song
Practice the sentences (10 minutes) - Let’s sing, listen and find the vocabulary words
Review the vocabulary words & sentences (6 minutes) Assignment (2 minutes)
a. Sing and write ―what time is it?‖ _____________________________________________________________ Day 5 Objectives:
Students become familiar with the song ―What time is it?‖ Students are able to pronounce ―f & v‖ through singing ―my father is talking
to a vampire?‖ Materials: CD, CD player, Vocabulary flash cards Activities:
Warm up & review (10 minutes) Divide students into three groups
- Have students sing ―What time is it?‖ by turns Introduce the pronunciation of ―f & v‖ (12 minutes)
- ―f‖:father, forty..etc.; ―v‖:vampire, very, five…etc.
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Activities of phonics (15 minutes) - Sing the rhyme ―f‖ & v‖
Chen et al., 2006
- Teacher demonstrates the rhyme - Students learn the rhyme in chunking - Students sing the rhyme with CD - Phonological awareness game: if the student hears ―f‖ in a word, he/she
will need to raise the right hand; if the student hears ―v‖ in a word, he/she will need to raise the left hand
Let’s listen & write - ―f‖ & ―v‖ (p.8)
Assessment: ―f‖ & ―v‖ (p.9) Assignments (3 minutes)
- Practice the pronunciation of each vocabulary word - Sing the rhyme ―f & v‖
_____________________________________________________________ Day 6 Objectives:
Students enhance phonological awareness Materials: Triangles, Wood blocks, Hand drums, Rhythm sticks, Vocabulary flash cards. Activities:
Warm up & review (10 minutes) Using instruments for reinforcing phonological awareness (15 minutes)
- The teacher demonstrates the syllables of each word on the instrument (e.g. triangles, wood blocks…etc.)
- Divide class into six groups - Assign different vocabulary words to each group
Ex: Group 1
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Father father vampire vampire Twenty twenty forty-five forty-three
- Have each group identify each syllable of the word and play on the
instruments→ Group performance by turns
Sing the rhyme ―f & v‖ with movement (15 minutes) - Use speech and body percussion to demonstrate each word in the lyrics - Divide class into six groups - Each group discusses and creates own speech and body percussion for
the rhyme (f & v) → Group performance by turns
Assignment (2 minutes) - Review the vocabulary words which already learned
__________________________________________________________________________
Day 7: Where are Andy and Betty? Objective:
The student will be able to speak, write, and apply the vocabulary words in the textbook.
Materials: CD, CD player, Vocabulary flash cards, Picture of the clock Activities:
Warm up & review ( 5 minutes) Sing the ―Where are they?‖ song (10 minutes)
Chen et. al., 2006
- Discuss ―Where are they?‖ in the song Present the vocabulary (20 minutes)
- Bedroom/bathroom/kitchen/living room/ dining room - Ex: Teacher: Where are they?
Students: They’re in the bathroom. - Students sing ―Where are they?‖ and teacher points the vocabulary
cards - Students sing ―Where are they?‖ and point the vocabulary cards
on their own cards at the same time
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Work book time (8 minutes) - Students practice writing the vocabulary words for today
Review the vocabulary flash cards Assignments (2 minutes)
c. Review and write the vocabulary words d. Color the vocabulary cards
__________________________________________________________________________
Day 8: Objectives:
Students become familiar with the vocabulary: Bedroom/bathroom/kitchen/living room/dining
The student will be able to answer the questions by using ―Where are Andy and Betty?‖ & They are in the ______.‖
Sing the song ―Where are they?‖ (Students will be able to memorize names of the vocabulary words)
Materials: CD, CD player, Vocabulary flash cards, Sentence flash cards, Poster of the song lyrics, Pictures of Andy and Betty Activities:
Warm up & review (7 minutes) Presentation of the sentences (10 minutes)
- Ex: Teacher: Where’s your dad? (Betty) Student: He is in the bedroom (Andy)
Sing ―Where are they?‖ song and change different vocabulary words (e.g. Bedroom/bathroom/kitchen..etc.)
Sing the song ―Where are they?‖ with CD
- Divide students into two groups → take turns sing the song
Practice the sentences (10 minutes) - Let’s sing, listen and find the vocabulary words (p.18-19)
Review the vocabulary words & sentences (6 minutes) Assignment (2 minutes)
b. Sing and write ―Where are they?‖ __________________________________________________________________________
Day 9: Objectives:
Students become familiar with the rhyme ―Where’re they?‖ Students are able to pronounce ―l & r‖ through singing ―He is in the living
room!‖ Materials: CD, CD player, Vocabulary flash cards Activities:
Warm up & review (10 minutes) Divide students into three groups
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- Have students sing ―Where’re they?‖ by turns Introduce the pronunciation of ―l & r‖ (12 minutes)
- ―l‖:living room, look..etc.; ―r‖:red, door…etc. Activities of phonics (15 minutes)
- Sing the rhyme ―l‖ & r‖
Chen, et. al., 2006
- Teacher demonstrates the rhyme - Students learn the rhyme in chunking - Students sing the rhyme with CD - Phonological awareness game: if the student hears ―l‖ in a word, he/she
will need to raise the right hand; if the student hears ―r‖ in a word, he/she will need to raise the left hand
Let’s listen & write - ―l‖ & ―r‖ (p.20)
Assessment: ―f‖ & ―v‖ (p.21) Assignments (3 minutes)
- Practice the pronunciation of each vocabulary word - Sing the rhyme ―l & r‖
__________________________________________________________________________
Day 10: Objectives:
Students enhance phonological awareness Materials: Triangles, Wood blocks, Hand drums, Rhythm sticks, Vocabulary flash cards. Activities:
Warm up & review (10 minutes) Using instruments for reinforcing phonological awareness (15 minutes)
- The teacher demonstrates the syllables of each word on the instrument (e.g. triangles, wood blocks…etc.)
- Divide class into six groups
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- Assign different vocabulary words to each group Ex: Group 1 Red bear red bear Bedroom bedroom kitchen kitchen
- Have each group identify each syllable of the word on the instruments→
Group performance by turns Sing ―He is in the living room!‖ with movement (15 minutes)
- Use speech and body percussion to demonstrate each word in the lyrics - Divide the class into six groups - Each group discusses and creates its own speech and body percussion
for the rhyme (He is in the living room!) → Group performance by turns
Assignment (2 minutes) - Review the vocabulary words which already learned
________________________________________________________________________ Day 11: What do you like? Objective:
The student will be able to speak, write, and apply the vocabulary words in the textbook.
Materials: Guitar, CD, CD player, Vocabulary flash cards, Picture of Mr. Fruit Activities:
Warm up & greeting song ( 5 minutes) Sing the ―Fruit‖ song and point to Mr. fruit’s face (10 minutes)
- Discuss the different fruits in the song - Apple/apples, banana/bananas, lemon/lemons, tomato/tomatoes,
pear/pears Present the vocabulary (20 minutes)
- Ex: Teacher: Now, let’s look at Mr. Fruit. What is this? Students: Lemon
- Students sing the ―Fruit‖ song and teacher points to the vocabulary cards
- Make our fruit salad and sing ―Fruit‖ song at the same time Workbook time (8 minutes)
- Students practice writing the vocabulary words for today Review the vocabulary flash cards Assignments (2 minutes)
e. Review and write the vocabulary words f. Color the vocabulary cards
_____________________________________________________________ Day12 Objectives:
Students become familiar with the names of each fruit: apple/apples, banana/bananas, lemon/lemons, tomato/tomatoes, pear/pears
The student will be able to answer the questions by using ―I like_______.‖ & He / She likes______.‖
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Sing the song ―What do you like?‖ (Students will be able to memorize names of fruits)
Materials: CD, CD player, Vocabulary flash cards, Sentence flash cards, Poster of the song lyrics, Pictures of Judy and David Activities:
Greeting song & review (7 minutes) - Bingo using students’ vocabulary cards
Present the sentences (10 minutes) - Ex: Teacher: I like apple. What do you like?
(Judy) Student: Banana (David) Teacher: I like apple. She likes banana. (Judy)
Sing the ―Fruit‖ song and using different vocabulary words (e.g. lemon/lemons, tomato/tomatoes..etc.)
Sing the song ―What do you like?‖
Chen, et. al., 2006
- Divide students into two groups → take turns sing the song
Practice the sentences (10 minutes) - Let’s sing, listen and find the vocabulary words
Review the vocabulary words & sentences (6 minutes) Assignment (2 minutes)
c. Sing and write ―what do you like‖ _____________________________________________________________ Day 13 Objectives:
Students become familiar with the rhyme ―What do you like?‖ Students are able to pronounce ―Wh & W‖ through singing ―What do you
like?‖
105
Materials: CD, CD player, Vocabulary flash cards Activities:
Greeting song & review (10 minutes) Divide students into three groups
- Have students sing ―What do you like?‖ by turns Introduce the pronunciation of ―Wh & W‖ (12 minutes)
- ―Wh‖: What, Whale, When..etc.; ―W‖:want, wash, watching…etc. Activities of phonics (15 minutes)
- Sing the rhyme ―Wh‖ & W‖
Chen, et. al., 2006
- Sing with the CD - Phonological awareness game: if the student hears ―Wh‖ in a word,
he/she will need to raise the right hand; if the student hears ―W‖ in a word, he/she will need to raise the left hand
Let’s listen & write - ―Wh‖ & ―W‖
Assessment: ―Wh‖ & ―W‖ Assignments (3 minutes)
- Practice the pronunciation of each vocabulary word - Sing the rhyme ―Wh & W‖
_____________________________________________________________ Day14 Objectives:
Students enhance phonological awareness Materials: Triangles, Wood blocks, Hand drums, Rhythm sticks, Vocabulary flash cards. Activities:
Greeting song & review (10 minutes)
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Using instruments for reinforcing phonological awareness (15 minutes) - The teacher demonstrates the syllables of each word on the instrument
(e.g. triangles, wood blocks…etc.) - Divide the class into six groups - Assign different vocabulary words to each group
- Have each group identify each syllable on the instruments→ Group
performance by turns Sing ―What do you like?‖(15 minutes)
- Use speech and body percussion to demonstrate each word in the lyrics - Divide the class into six groups - Each group discusses and creates its own speech and body percussion
for the lyrics (What do you like?) → Group performance by turns
Assignment (2 minutes) - Review the vocabulary words already learned
__________________________________________________________________ Day 15 Objectives:
Apply vocabulary words to instrument playing Students will be able to review and memorize the vocabulary words
Materials: Triangles, Hand drums, Rhythm sticks Activities:
Warm up & review (8 minutes) Sing the grocery store song (15 minutes)
- Divide students into five groups→ role play
Instrument ensemble (10 minutes) - Sing ―What do you like?‖ - Play the rhythm on the instruments
_____________________________________________________________ Day 16 Objectives: Students will be able to:
Apply the lesson content in real life situations Sing ―What do you like?‖
Materials: CD, CD player, Guitar, Pictures of the story, Poster of the song lyrics, Triangles, Wood blocks, Hand drums, Rhythm sticks Activities:
Warm up & review (8 minutes) - Simon says
Role play of the rhyme (15 minutes)
- Divide students into five groups→ role play
Let’s sing (10 minutes) - Sing ―What do you like?‖ - Play the rhythm on the instruments
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Assessment (10 minutes) - Look at the pictures and write the vocabulary words in the answer sheet
Assignments (2 minutes) -Sing ―What do you like?‖
_____________________________________________________________ Day 17: Do you like dog? Objective:
The student will be able to speak, write, and apply the vocabulary words. (bird/birds, cat/cats, dog/dogs, fish/fish, rabbit/rabbits)
Materials: Guitar, CD, CD player, Vocabulary flash cards, Animal pictures Activities:
Warm up & Review ( 10 minutes) - Sing ―What do you like?‖ song with movement
Present the vocabulary (20 minutes) - Practice the pronunciation of the vocabulary words - Sing ―Animal‖ rhyme and point the pictures at the same time
Work book time (8 minutes) - Students practice writing the vocabulary words for today
Review the vocabulary flash cards (8 minutes) Assignment (2 minutes)
- Review and write the vocabulary words - Color the vocabulary cards
__________________________________________________________________ Day 18 Objectives:
Students learn the names of each animal: bird/birds, cat/cats, dog/dogs, fish/fish, rabbit/rabbits
The student will be able to ask & answer the questions by using ―Do, Does, Yes, I don’t.‖
Sing the song ―Do you like cats?‖ (Students will be able to memorize names of animals)
Students will be able to write ―Do you like cats?‖ Materials: CD, CD player, Vocabulary flash cards, Sentence flash cards, Poster of the song lyrics, Animal pictures, Triangles, Wood blocks, Hand drums, Rhythm sticks Activities:
Warm up & review (7 minutes) Presentation of the sentences (10 minutes)
- Ex: Teacher: Do you like birds? Student: Yes, I do. Teacher: Does he like birds? Student: Yes, he does.
Sing ―Do you like cats?‖ and change different vocabulary words (e.g.
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dog/dogs, fish/fish, rabbit/rabbits..etc.)
Chen, et.al., 2006
- Play the rhythm of the song on the instruments (e.g. Triangles, Wood blocks, Hand drums, Rhythm sticks)
- Divide students into two groups → take turns sing the song
Practice of the sentences (10 minutes) - Let’s sing, listen and find vocabulary words
Review vocabulary words & sentences (6 minutes) Assignment (2 minutes)
- Sing and write ―Do you like cats?‖ _____________________________________________________________ Day 19 Objectives:
Students learn the rhyme ―Do you like cats?‖ Students are able to pronounce ―Sh & Ch‖ by singing ―Do you like cats?‖
Materials: CD, CD player, Vocabulary flash cards, Poster of lyrics Activities:
Greeting song & review (10 minutes) - Sing ―Do you like cats?
- Divide students into three groups→Have students sing ―Do you like
cats?‖ by turns Introduce the pronunciation of ―Sh & Ch‖ (12 minutes)
- ―Sh‖: Shopping, Short, English..etc.; ―Ch‖:Chair, Chicken, Lunch…etc. Activities of phonics (15 minutes)
- Sing the rhyme ―Sh‖ & Ch‖
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Chen, et. al., 2006
Sing with the CD - Phonological awareness game: if the student hears ―Sh‖ in a word,
he/she will need to raise the right hand; if the student hears ―Ch‖ in a word, he/she will need to raise the left hand
Let’s listen & write - ―Sh‖ & ―Ch‖
Assessment: ―Sh‖ & ―Ch‖ Assignments (3 minutes)
- Practice the pronunciation of each vocabulary - Sing the rhyme ―Sh & Ch‖
____________________________________________________________ Day 20 Objectives:
Students enhance phonological awareness Materials: Triangles, Wood blocks, Hand drums, Rhythm sticks, Vocabulary flash cards Activities:
Warm up & review (10 minutes) Using instruments for reinforcing phonological awareness (15 minutes)
- The teacher demonstrates the syllables of each word on the instruments (e.g. triangles, wood blocks…etc.)
- Divide class into six groups - Teacher assigns different vocabulary words to each group
- Have each group identify each syllable on the instruments→ Group
performance by turns Sing ―Sh‖ & Ch‖ rhyme and ―Do you like cats?‖ with movement (15
minutes) - Use speech and body percussion to demonstrate each word in the lyrics - Divide class into six groups
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- Each group discusses and creates their own speech and body
percussion for the lyrics (Do you like cats?) → Group performance by
turns Assignment (2 minutes)
- Review the vocabulary words which already learned _____________________________________________________________ Day 21 Objectives:
Apply vocabulary words with instrument playing Students will be able to review and memorize the vocabulary words
Materials: Triangles, Hand drums, Rhythm sticks Activities:
Warm up & review (8 minutes) Sing ―Old MacDonald had a farm‖ (15 minutes)
- Teacher teach the song in chunking - Have students create the motions for each animal (e.g. cats, dogs,
rabbits) - Have students sing and do the motion at the same time
- Divide students into five groups→ take turns performing
Instrument ensemble (10 minutes) - Sing ―Do you like cats?‖ - Play the rhythm of the song on the instruments
_____________________________________________________________ Day 22 Objectives: Students will be able to
Apply the lesson content to real life situations Sing ―Do you like rabbits?‖
Materials: CD, CD player, Pictures of the story, Poster of the song lyrics, Triangles, Wood blocks, Hand drums, Rhythm sticks Activities:
Warm up & review (8 minutes) Let’s sing (10 minutes)
- Sing ―Do you like rabbits?‖ with movement - Play the rhythm on the instruments
Role play ―Do you like rabbits?‖ (20 minutes)
- Divide students into five groups→ role play
- Ex: Teacher: I like rabbits? Students: Me, too.
Assessment (10 minutes) - Look at the pictures and write the vocabulary words in the answer sheet
Assignments (2 minutes) -Sing ―Do you like rabbits?‖
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Posttests (after school) __________________________________________________________________________
Day 23 Objectives: Students will be able to create an original accompaniment to a story by choosing and playing classroom instruments Materials: Triangles, Wood blocks, Hand drums, Rhythm sticks, Bells Activities:
Divide students into six groups Assign each group an animal story Have students identify the meaning of the words Have students choose instrument to make a sound effect for the story Have each group of students create a story Chose instruments and accompany their stories Each group perform their story and music by turns
___________________________________________________________ Day 24
Posttests (Phonemic Analysis/ Picture Vocabulary)
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APPENDIX B PRETEST QUESTIONNAIRE: ENGLISH CLASS SELF-REFLECTION FOR PILOT
STUDY
Name： _______________________ Number：_______________
Dear student,
The purpose of this survey is to optimize your English learning experience. This survey is not a test. There are no ―right‖ or ―wrong‖ answers. Information obtained from this study will remain strictly confidential. Thank you for your participation! Sincerely, Jian-Jun Chen Part I: Basic Information
Please answer the following questions as accurately as possible by placing a
checkmark「¡」in the box □.
1. Parents’ education:
(1) Father: □Middle school or below
□High school
□Vocational college
□University
□Graduate degree
(2) Mother:□Middle school or below
□High school
□Vocational college
□University
□Graduate degree
2. How carefully do your parent(s) monitor your school work?
□very carefully □carefully □somewhat carefully □rarely □do not care
Part II: English Learning Experience
Based upon your learning experience, place a 「¡」inside the best answer
For multiple choices questions, only have one 「¡」in each question.
1. Did you ever learn English before 3rd grade? □Yes □No
(If you have not learned English before 3rd grade, please skip the following questions and go on to Part III).
2. How many years have you spent learning English before 3rd grade?
□less than one year □1-2 years □2-3 years □3-4 years □above 4 years:
around _____ year
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3. Where did you learn English before 3rd grade? (can select more than one choice)
□kindergarten □after-school program □one-on-one English lessons □group
English program outside of school □other (please describe):
_______________________ 4. If you learned English in an after-school program or in one-on-one English lessons
outside of school, how many hours did you spend learning English during each week?
□within 1 hr □1-2hrs □2-3hrs □3-4hrs □above 4hrs:about____hrs
5. Is/was your after-school English teacher a native English speaker?
□Yes □No
6. The average of your English grades from grades 3 to 4
□90-100 □80-89 □70-79 □60-69 □below 60
7. The average of your music grades from grades 3 to 4
□90-100 □80-89 □70-79 □60-69 □below 60
Part III: English Learning Status in School： Please answer the following questions regarding your current in-school English
language class. Make a 「x 」inside the best answer □
Disagree Agree
1 I like learning English in school because English
class is very interesting ……………………………
1
□
2
□
3
□
4
□
5
□
2 It is boring to learn English in school……………… □ □ □ □ □
3 I feel nervous when I think about English class…… □ □ □ □ □
4 I would like to be a model student who answers
questions in the school’s English class……………
□
□
□
□
□
5 I like to learn English with classmates……………… □ □ □ □ □
6 I often forget to complete English assignments…… □ □ □ □ □
7 English assignments are annoying. I hope
someone will complete them for me……………
□
□
□
□
□
8 I often write English assignments at the last minute □ □ □ □ □
9 I study hard during English class…………………… □ □ □ □ □
10 I often think about other things and become
distracted in English class…………………………
□
□
□
□
□
11 When learning English, I practice speaking. I also focus on the pronunciation of vocabulary words
and sentences………………………………………
□
□
□
□
□
12 I feel that it is enjoyable to include music with
English learning……………………………………
□
□
□
□
□
13 I can apply what we learn in the English class in
my daily conversation………………………………
□
□
□
□
□
14 I feel confident to speak English in class…………
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15 I feel English exams are easy. I am not nervous
about them…………………………………………
□
□
□
□
□
16 It bothers me to volunteer to answer questions in
English class………………………………………
□
□
□
□
□
17 I do want to have English class……………………
18 I feel nervous when I speak to native English
speakers……………………………………………
□
□
□
□
□
19 I worry that other classmates will laugh at me
because my English pronunciation is not good…
□
□
□
□
□
20 I feel nervous and uncomfortable when I speak
English in front of other classmates………………
□
□
□
□
□
21 I feel more nervous and under pressure in English
class than in other classes………………………
□
□
□
□
□
22 I feel confident and much easier when learning
English through singing songs…………………
□
□
□
□
□
23 I feel nervous and do not know what I am talking
about when I speak in English class……………
□
□
□
□
□
24 I associate music activities with English pronunciation to help memorize the vocabularies
□
□
□
□
□
25 I am very satisfied with our English curriculum…… □ □ □ □ □
26 I am more interested in learning English after
English class…………………………………………
□
□
□
□
□
27 I feel that I overcome my English difficulties after
English class………………………………………
□
□
□
□
□
28 The pedagogy of the English teacher can stimulate
my interests in learning English…………………
□
□
□
□
□
29 I am less frustrated after English class…………… □ □ □ □ □
30 I do not like English. I only study it for the
examination…………………………………………
□
□
□
□
□
Yeah! Thank you for your help!
115
Posttest Questionnaire: English Class Self-Reflection after Musical Instruction for Pilot Study
Name： _______________________ Number：______________
Please answer the following questions regarding your current in-school English
language class. Make a 「x 」inside the best answer □
1 Strongly disagree 2 disagree 3 neutral (no opinion) 4 agree 5 very agree
Disagree Agree 1 Music activities enhance my interest in learning
English………………………………………………
1
□
2
□
3
□
4
□
5
□
2 Music activities help me concentrate more in
English class………………………………………
□
□
□
□
□
3 I would like to be a student model and answer the
questions during the music activities……………
□
□
□
□
□
4 I like to learn English through singing songs with
classmates…………………………………………
□
□
□
□
□
5 Through music activities, I am less nervous while
learning English……………………………………
□
□
□
□
□
6 Music activities help me improve my English
pronunciation………………………………………
□
□
□
□
□
7 Music activities provide me with many
opportunities to speak vocabulary words…………
□
□
□
□
□
8 Through music activities, I enjoy practicing English
pronunciation………………………………………
□
□
□
□
□
9 I enjoy having music activities in English class…… □ □ □ □ □
10 During music activities, I can speak English aloud and not be afraid other people will laugh at me
□
□
□
□
□
11 I associate music activities with English pronunciation to help memorize the vocabularies
□
□
□
□
□
12 Music activities help me overcome my fear in
learning English……………………………………
□
□
□
□
□
13 Music activities can reduce my frustration in
learning English……………………………………
□
□
□
□
□
116
14 Music activities increase my motivation in speaking
English………………………………………………
□
□
□
□
□
15 Music activities improve my cooperation with
classmates…………………………………………
□
□
□
□
□
16 Music activities enhance my relationship with
classmates…………………………………………
□
□
□
□
□
17 Music activities help me better understand my
peers…………………………………………………
□
□
□
□
□
18 Through music activities, I have learned how to
help classmates……………………………………
□
□
□
□
□
19 Music activities improve interaction between
classmates and me…………………………………
□
□
□
□
□
20 Music activities benefit the communication
between classmates and me……………………
□
□
□
□
□
21 Through music activities, I know how to appreciate
other people’s opinions…………………………
□
□
□
□
□
22 Music activities help me get more required skills
in speaking English…………………………………
□
□
□
□
□
23 Music activities make me actively learn
English………………………………………………
□
□
□
□
□
24 Through music activities, I believe that I can learn
English well…………………………………………
□
□
□
□
□
25 Music activities can reduce my anxiety in speaking
English………………………………………………
□
□
□
□
□
26 Through music activities, I learned vocabulary
words faster than before…………………………
□
□
□
□
□
27 I can readily sing English songs after the class
which we learned in class…………………………
□
□
□
□
□
28 I feel confident when learning English
through singing songs……………………………
□
□
□
□
□
29 I am very satisfied with having music activities in
English class………………………………………
□
□
□
□
□
30 I hope that we can have music activities in English
class in the future…………………………………
□
□
□
□
□
117
問 卷 調 查 A
親愛的同學： 學號：_______________
你好！
這份問卷的目的主要是希望能了解你學習英語的情形，你的意見非常寶貴，會作為將來
改進英語教學的參考。問卷不是考試，你的回答沒有對錯之分，也絕對會受到保密，請
你放心填答。希望你能夠以輕鬆的心情，根據自己真實的經驗以最直接的感覺作答即可。
非常謝謝你的協助!
祝 健康快樂
研究計畫負責人 陳建君
第一部部分份 :基本資料：
填答說明:請小朊友看完題目後，按照自己真實的情形在下列各題中最適當的□
裡打「ˇ」。
1、家長教育程度:(含畢業或肆業)
(1)父親:□國中小以下 □高中(職） □專科 □大學 □碩士以上
(2)母親:□國中小以下 □高中(職） □專科 □大學 □碩士以上
2、家長對你學業的關心程度:
□非常關心 □關心 □還好 □很尐關心 □毫不關心
第二部份英語學習經驗：
按照自己真實的情形，在下列各題中最適當的□裡打「ˇ」（除「可複選」外，每題只能
打一個ˇ)
1、升上三年級之前有學過英語嗎?□有 □沒有
(如果三年級以前從來沒有學過英語，就請跳過以下的題目，直接至第三部份繼續作答。
2、升上三年級之前總共學過多久的英語? □還不到一年 □一到兩年 □二到三年
□三年到四年 □四年以上:約____年
3、上三年級之前是在那裡學英語呢?（可複選）□幼稚園 □安親班 □家教班 □美
語補習班 □其他（請說明） _______________________
4、每週約花多尐時間在補習班、安親班或才藝班補習英語:(包含英語家教)
□1小時以內 □1至 2小時 □2至 3小時 □3至 4小時 □4小時以上:約__
小時
5、你在補習(或安親、才藝)班的英語老師是不是外籍老師:(包含英語家教)
□是 □不是
6、你在 3-4年級時平均英語成績是□90-100分 □80-89分
□70-79分 □60-69 分 □60分以下
7、你在 3-4年級時平均音樂成績是□90-100分 □80-89分
□70-79分 □60-69 分 □60分以下
118
第三部份 :在學校英語學習情形： 學號：
填答說明:請小朊友根據你在學校學習英語的實際情況，在下列各題中最適當的□裡打
「ˇ」（非常不同意請在 1的□裡打「ˇ」，不同意請在 2的□裡打「ˇ」，普通請在 3
的□裡打「ˇ」，同意請在 4的□裡打「ˇ」，非常同意請在 5的□裡打「ˇ」，每題
只能打一個ˇ)，謝謝你的幫助!
1 2 3 4 5
1、 因為在學校上英語課很有趣，所以我喜歡上英語課 …… □ □ □ □ □
2、 我覺得在學校學英語是一件無聊的事 …… □ □ □ □ □
3、 一想到要上英語課我就會很緊張 …… □ □ □ □ □
4、 我願意在學校英語課中做示範或回答老師的問題 …… □ □ □ □ □
5、 我喜歡和班上的同學一起學習英語 …… □ □ □ □ □
6、 我常常會忘記寫學校的英語作業 …… □ □ □ □ □
7、 學校的英語作業很煩人，我希望有人幫我做 …… □ □ □ □ □
8、 學校老師所指定的英語作業，我常常拖到最後才寫 …… □ □ □ □ □
9、 在學校上英語課時我會認真學習 …… □ □ □ □ □
10、 在學校上英語課時，我常會分心想到其他的事 …… □ □ □ □ □
11、 學習英語時，我會練習朗讀英語，注意單字以及句子的
讀法
…… □ □ □ □ □
12、 我覺得上英語課能有音樂活動輔助學習，是一件快樂的
事
…… □ □ □ □ □
13、 我會將學校上課時所學的英語應用在日常生活的對話 …… □ □ □ □ □
14、 上英語課發言的時候，我會有自信 …… □ □ □ □ □
15、 考英語時，我覺得輕鬆自在不會緊張 …… □ □ □ □ □
16、 上英語課時自願回答問題，會讓我感到困擾 …… □ □ □ □ □
17、 我想上英語課 …… □ □ □ □ □
18、 如果與說英語的外國人用英語交談，我會感到緊張 …… □ □ □ □ □
19、 我擔心英語發音不準，我怕其他同學會嘲笑 …… □ □ □ □ □
20、 在同學面前說英語讓我覺得害羞、不自在 …… □ □ □ □ □
21、 我上英語課會比上別的課緊張而且有壓力 …… □ □ □ □ □
22、 唱歌學英語歌讓我覺得輕鬆自在 …… □ □ □ □ □
23、 當我在英語課說英語時，常緊張到不知道自己在說什麼 …… □ □ □ □ □
24、 我把單字的發音和相關的音樂活動作聯想，以幫助記憶 …… □ □ □ □ □
25、 我對英語課程的內容安排覺得很滿意 …… □ □ □ □ □
26 上過英語課後，我覺得我對英語學習更有興趣 …… □ □ □ □ □
27、 上過英語課後，我覺得我克朋了了先前的疑難 …… □ □ □ □ □
28、 我覺得英語課老師上課方式能引起我學習的興趣 …… □ □ □ □ □
29、 我覺得上過英語課後，減尐我對英語的學習挫折感 …… □ □ □ □ □
30、 我不會特別喜歡英語，但是為了考試，我只好去學它 …… □ □ □ □ □
呼 ！終於做完了!謝謝你的幫忙 !
119
問 卷 調 查 B
學號： 填答說明:請小朊友根據你在學校學習英語的實際情況，在下列各題中最適當的□裡打
「ˇ」（非常不同意請在 1的□裡打「ˇ」，不同意請在 2的□裡打「ˇ」，普通請在 3
的□裡打「ˇ」，同意請在 4的□裡打「ˇ」，非常同意請在 5的□裡打「ˇ」，每題
只能打一個ˇ)，謝謝你的幫助!
1 2 3 4 5
1、 音樂活動可以引起我上英語課的興趣 …… □ □ □ □ □
2、 於音樂活動中學英語使我上課更專心 …… □ □ □ □ □
3、 音樂活動中我願意做示範或回答老師的問題 …… □ □ □ □ □
4、 我喜歡和班上的同學一起唱歌學英語 …… □ □ □ □ □
5、 在音樂活動中學英語使我上課不緊張 …… □ □ □ □ □
6、 音樂活動幫助我增進英語發音的能力 …… □ □ □ □ □
7、 音樂活動提供我很多朗讀單字的機會 …… □ □ □ □ □
8、 音樂活動使我喜歡練習英語發音 …… □ □ □ □ □
9、 我覺得上英語課能有音樂活動輔助學習，是一件快樂
的事
…… □ □ □ □ □
10、 在音樂活動中我敢大聲說英語，不怕同學嘲笑 …… □ □ □ □ □
11、 我把單字的發音和相關的音樂活動作聯想，以幫助記
憶
…… □ □ □ □ □
12、 於音樂活動中學英語，我覺得我克朋了先前的焦慮 …… □ □ □ □ □
13、 音樂活動，可以減尐我對英語的學習挫折感 …… □ □ □ □ □
14、 音樂活動增加我說英語的動機 …… □ □ □ □ □
15、 音樂活動有助於增進我和同學間合作 …… □ □ □ □ □
16、 音樂活動有助於增進我和同學間的情感 …… □ □ □ □ □
17、 音樂活動有助於我更加了解同學 …… □ □ □ □ □
18、 透過音樂活動我學會如何幫助同學 …… □ □ □ □ □
19、 音樂活動有助於增進我和同學間的互動 …… □ □ □ □ □
20、 音樂活動有助於我和同學間的溝通 …… □ □ □ □ □
21、 透過音樂活動我學會欣賞同學的意見 …… □ □ □ □ □
22、 音樂活動使我學到說英文時需要的口語技巧 …… □ □ □ □ □
23、 音樂活動使我更積極學習英語 …… □ □ □ □ □
24、 有了音樂活動我相信我能把英語學好 …… □ □ □ □ □
25、 音樂活動使我比較不怕說錯英文 …… □ □ □ □ □
26 第四課和第五課的單字，我學得較以前更快 …… □ □ □ □ □
27、 下課後，我會快樂地哼唱所學的英文歌 …… □ □ □ □ □
28、 唱歌學英語讓我覺得輕鬆自在 …… □ □ □ □ □
29、 我對英語課程中音樂活動的安排覺得很滿意 …… □ □ □ □ □
30、 我希望以後英語教學也能安排音樂活動 …… □ □ □ □ □
120
APPENDIX C PRETEST QUESTIONNAIRE: ENGLISH CLASS AND MUSICAL INSTRUCTION
Name： _______________________ Number：______________
Please answer the following questions about your in-school English class. Circle the best answer. I. Affective Development English Learning: a. I like English class
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
b. How difficult do you find it to memorize vocabulary words?
1 2 3 4 5 Very Somewhat Undecided Somewhat Very
Difficult difficult easy easy c. How do you feel about the activities that take place in English class?
1 2 3 4 5 Very Dissatisfied Undecided Somewhat Very
dissatisfied satisfied satisfied d. The way the English teacher teaches makes me interested in learning
English. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
e. I enjoy having music activities in English class.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
f. Do you feel that learning English songs helps you learn the language?
1 2 3 4 5 Not at all Not very Undecided Somewhat Very effective effective effective effective
Motivation in English Learning: g. I like learning English in school.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree Agree
121
h. I like to raise my hand and answer questions in English class. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
i. I study hard during English class.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
j. I often think about other things during English class.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
II. Language Development Motivation in speaking English: k. I like to practice speaking English.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
l. I carefully pronounce vocabulary words and sentences when speaking English.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
m. I practice speaking English with my friends and/or family.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
n. I feel confident when speaking English in class. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
o. I feel confident when speaking English to native speakers.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
p. How well do you pronounce English words?
1 2 3 4 5 Very Bad Undecided Good Very Bad Good
122
q. How do you feel when you speak English in front of your classmates?
1 2 3 4 5 Very uncomfortable Undecided comfortable Very
uncomfortable comfortable
III. Social Skills Development Learning English with my classmates: r. I like to learn English with classmates.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
s. I work well with my classmates in English lessons.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
t. I have learned how to help classmates in English lessons. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
123
Posttest Questionnaire: English Class Self-Reflection after Musical Instruction
Name： _______________________ Number：______________
Please answer the following questions about your in-school English class. Circle the best answer. I. Affective Development Motivation in English Learning: a. Music activities raise my interest in learning English.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
b. Music activities help me concentrate more in English class. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
c. I like to have music activities in English class.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
d. Music activities help me overcome my fear of learning English.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
e. I would like to continue having music activities in English class in the future.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
f. I feel confident when learning English through singing songs.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
g. Music activities make me more involved in learning English. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree Agree
124
Social Skills Development Learning English with my classmates (the effect of music activities on social skills):
h. I like to sing songs with classmates in English class. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
i. Music activities help me work well with classmates.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
j. Music activities help me get along better with classmates.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
k. I have learned how to help classmates through music activities.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
l. I know how to appreciate other people’s ideas through music activities.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
II. Language Development Motivation in speaking English: m. Music activities help me improve my English pronunciation.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
n. Music activities provide me with many opportunities to speak vocabulary words.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
o. Through music activities, I enjoy practicing English pronunciation.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
125
p. Through music activities, I learned vocabulary words faster than before. 1 2 3 4 5
Strongly Disagree Undecided Agree Strongly disagree agree
q. During music activities, I can confidently speak English aloud.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
r. Music activities can reduce my fear of speaking English.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
s. Music activities make me want to speak English even more.
1 2 3 4 5 Strongly Disagree Undecided Agree Strongly disagree agree
126
問卷調查:英語課和音樂指導
姓名： _______________________ 學號：______________
請回答以下有關於你在學校英文課學習的問題，在最合適的答案是打圈。
I. 情意發展
英語學習:
a. 我喜歡英語課。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
b. 你覺得記單字困難嗎?
1 2 3 4 5
很 有點 不確定 有點 很
困難 困難 簡單 簡單
c. 你覺得上英文課所安排的活動如何?
1 2 3 4 5
很 有點 不確定 有點 很
不滿意 滿意 滿意
d. 英語老師的教學法使我對學英語很感興趣。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
e. 我喜歡在英語課中有音樂活動。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
f. 你覺得學英文歌能幫助你有效地學習英語?
1 2 3 4 5
一點都 不是很 不確定 有點 很
沒效 有效 效果
127
學習英語的動機:
g. 我喜歡上學校的英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
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h. 在英語課中，我喜歡舉手回答問題。
1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
i. 在英語課中， 我很認真學習。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
j. 在英語課中，我常想其它的事。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
II. 語言發展
說英語的動機:
k. 我喜歡練習說英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
l. 當說英語時，我注意單字和句子的發音。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
m. 我練習和同學或家人說英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
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n. 我能有自信地在課堂中說英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
o. 我能有自信地和英語系國家的人說英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
p. 你的英文單字發音如何?
1 2 3 4 5
很 不好 不確定 好 很
不好 好
q. 你在同學面前說英語的感覺如何?
1 2 3 4 5
很 不自在 不確定 自在 很
不自在 自在
III. 社會技能發展
和我的同學學習英語:
r. 我喜歡和同學一起學習英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
s. 在英文課中，我和同學互動合作的很好。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
t. 在英語課中，我學會如何幫助同學。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
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問卷: 在音樂介入指導下,學生對英文課的感想
姓名： _______________________ 學號：______________
請回答以下有關於你在學校英文課學習的問題，在最合適的答案是打圈。
I. 情意發展
學習英語的動機:
a. 音樂活動能幫助我增加學習英文的興趣。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
b. 音樂活動幫助我在英語課上更能集中注意力。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
c. 我喜歡在英語課中能有音樂活動。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
d. 音樂活動幫助我克朋學習英語的恐懼。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
e. 我想要在未來的英語課中能有音樂活動。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
f. 我覺得有自信當唱歌學英語時。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
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g. 音樂活動使我更能專注於學習英語。
1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
II. 社會技能發展
和我的同學學習英語:
h. 在英語課中，我喜歡和同學一起唱歌。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
i. 音樂活動使我和同學互動合作的很好。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
j. 音樂活動使我和同學好。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
k. 經由音樂活動我學會如何幫助同學。
1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
l. 經由音樂活動我知道如何欣賞其他同學得意見。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
III. 語言發展
說英語的動機:
m. 音樂活動幫助我增進我的英語發音。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
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n. 音樂活動提供我很多說英語單字的機會。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
o. 經由音樂活動，我喜歡練習英語發音。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
p. 經由音樂活動，我學習單字比以前更快。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
q. 在音樂活動中， 我能有自信地大聲說英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
r. 音樂活動可以減尐我對說英語的恐懼。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
s. 音樂活動使我更想要說英語。 1 2 3 4 5
很 不同意 不確定 同意 很
不同意 同意
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APPENDIX D PARENTAL CONSENT
Dear Parent(s)/Guardian(s),
I am a Ph.D candidate in music education at the University of Florida. I am conducting a study on the effects of music activities on English pronunciation and vocabulary retention under the supervision of Dr. Timothy S. Brophy. The purpose of this research is to explore the benefits of music activity (e.g., singing, speech and body percussion, and instrumental activities) on elementary school ESOL students. The results of the study may benefit music and language teachers to better understand the amount of knowledge gained, allowing them to design instructional practices accordingly. With your permission, I would like to ask that your child participate in this research. The study will involve 12-week visits to your child’s school. During those visits, I will be conducting music clinics and working with select students. All work toward this study will take place during English class. Students will not miss any additional class time. Participants will not miss any classroom activities in order to participate in this study. The researcher will follow the curriculum schedule and teach the existing curriculum using the classroom text. Music activities will be used to support the curriculum. Since the researcher will teach the existing curriculum and follow the curriculum schedule, participants will not have any academic risk and will not miss daily academic work. Because this is an assessment of students’ English proficiency, it will enhance, rather than detract, from classroom instruction. The Test of Language Development (TOLD-P:3) pretest and posttest will take 30 minutes. All test material relates to the core curriculum of the English class. Students selected to participate in the study will have 12-week music sessions to reinforce language learning in the English classroom. Students will receive the Test of Language Development (TOLD- P:3) Test. Though there will be no monetary compensation for participating, the study will be educationally beneficial for all involved. Because this is a music education study involving language learning, the research will not interfere with the current English curriculum. Participants’ identities will be kept confidential to the extent provided by law. To ensure confidentiality, your child’s assigned identification number will be used in place of his/her name. Information obtained from this study will remain strictly confidential. All recordings will be destroyed at the end of the study. Participation or non-participation in this study will not affect the student’s grades or placement in any school programs. Participation in this study is completely voluntary. You and your child have the right to withdraw consent for your child's participation at any time without consequence. In order for your child to be considered for participation in this project, this consent form must be completed and returned to the child’s English teacher no later than September, 3rd.
134
Your child will also need to complete an assent form. Please return the forms marked ―Miss Chen’s copy.‖ If you have any questions about the study, please feel free to contact me at the e-mail address listed above. You may also contact my supervising professor, Dr. Timothy Brophy, at [email protected] or his office phone 352-273-3193. For questions about your rights as a research participant, contact the University of Florida IRB at 352-392-0433. Sincerely, Jian-Jun Chen
Parental Consent Date:__________________
I have read the procedure described above. I voluntarily give my consent for my child, _________________, to participate in Jian-Jun Chen’s study of music and language learning.
Student’s Date of Birth:_________________ Parent’s Signature:_________________________________________________
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Jian-Jun Chen University of Florida School of Music 101 Music Building Gainesville, FL 32611 Email: [email protected] Dear Student, My name is Jian-Jun Chen and I am a music teacher. I am conducting a research study on the effects of music on your ability with the English language. During the next few weeks I will be visiting your school to help you learn English. Your parents have granted their permission for me to work with you. Some of you will be selected to participate in this research study. If you are chosen, I am going to ask you to take the Test of Language Development (TOLD-P:3) Test, which will take place during my first visit: Each session will take place during your English class. You will not miss any additional class time. I will teach the school curriculum with music activities for reinforcement. The following is the weekly class sessions: Week 1: Pretest (exam), Greeting, Name game Week 2: What time is it? Week 3: What time is it? Week 4: Where are Andy and Betty? Week 5: Where are Andy and Betty? Week 6: What do you like? Week 7: What do you like? Week 8: What do you like? Week 9: Do you like dogs? Week 10: Do you like dogs? Week 11: Do you like dogs? Week 12: Posttest (exam) Participation in this study is voluntary. Participation or non-participation will have no effect on your grades or status in the music and English program. If at any time, you choose not to participate, you may stop without any questions. Please indicate below whether or not you are interested. Thank you very much. I look forward to meeting you! Yours truly, Jian-Jun Chen Would you like to participate in this music and language research study? ______Yes ______No
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陳建君
佛羅里達大學
音樂系
101 室 音樂系
甘成, 佛州, 32611
(0910) 749-067 Email: [email protected]
參加「應用音樂活動增進兒童英語發音及詞彙學習之研究
—以台灣某國小四年級學生為例」研究計畫說明
親愛的家長：
您好！我是美國彿羅里達大學音樂教育所博士候選人，目前正在 Dr.Timothy
S.Brophy.博士指導下進行「應用音樂活動增進兒童英語發音及詞彙學習之研究—以台灣
國小四年級為例」，這研究的目的在探索音樂活動(如：唱歌、說韻文、吟頌、肢體
律動和有關活動)對以英語當作第二國語言學習之小學生的益處（影響）。研究結果
將有助於音樂和語文教師更加瞭解音樂活動對英語發音及詞彙學習的影響，並將音樂
活動相關知識應用於教學設計與教學活動中。希望能在您的同意下，允許您的孩子
參加這項研究。
本研究將利用學校十二週英語課時間，將音樂活動配合課程進度，分二十四次融入
您的兒童臨床教學中，屆時研究者會和參與研究的學生一齊進行教學活動。這項研
究均在原有英語課堂上實施，音樂活動僅用於輔助教學並不會佔用課外的時間，也
不會影響正常授課。參加本研究就的學生將有二十四節英語課會藉由音樂活動來加
強課程學習，並要接受 TOLD口說語言熟練測驗。考試的前測和後測將會有 30分
鐘。所有的考試都有關於課程內容。
本研究是採取完全自願方式參與的。您和您的孩子有權利隨時退出此項研究而
不受任何限制。您若同意您的孩子參與本研究計劃，煩請於 9月 3日前簽妥同意
書逕行交給孩子攜回，送交黃鈺倫老師代為收齊並轉交陳建君小姐。
如果您有關於研究的任何問題，敬請與我聯繫，表上有我的電子郵件信箱。您
也可以與我的指導教授聯繫（電子郵件信箱：[email protected]或辦公室電
話:352-273-3193.），倘若有涉及研究參與者的權利問題時，請與美國佛羅里達大
學人體試驗委員會聯繫（IRB :352-392-0433）。
研究計畫負責人 陳建君 Email: [email protected]
---------------------------------------------------------------
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家長同意書
我已詳細閱讀了上述的說明，並同意我的孩子參加由陳建君小姐負責的音樂活
動與語言學習研究計畫。
參與者姓名：_____________ 班別：_______ 出生年月日：______
家長或監護人簽名:________________ 日期：_____________
138
參與研究計畫及問卷調查
親愛的同學：
你好！我是美國佛羅里達大學音樂教育所博士候選人陳建君，目前正在 Dr.Timothy
S.Brophy.博士指導下進行「應用音樂活動增進兒童英語發音及詞彙學習之研究」，五月份我將有機會到學校應用音樂活動幫助你們學習英語課程。
你的父母如果同意你參加這項學習研究，我們除了依原有進度正常上英语課外，還將
在課堂中安排 Test of Language Development (TOLD- P:3口說語言熟練測驗)
測驗：
每一堂課會在英文課的時候上。你將不會失去任何而外上課的時間。我將會用音樂回
動來增強現有的課程。以下是每周課程進度:
第一週:考試，問候，名子遊戲
第二周:現在幾點了?
第三周:現在幾點了?
第四周:安迪和貝蒂在哪裡?
第五周:安迪和貝蒂在哪裡
第六周:你喜歡甚麼?
第七周:你喜歡甚麼?
第八周: 你喜歡甚麼?
第九周:你喜歡狗麼?
第十周: 你喜歡狗麼?
第十一周: 你喜歡狗麼?
第十二周:後測
這項研究是自願参與的，音樂活動將配合課程進度，分十二周融入臨床教學中，
屆時研究者會和參與研究的學生一齊進行教學活動。這項研究均在原有英语课堂上
實施，音樂活動僅用於輔助教學並不會佔用課外的時間，也不會影響正常授課。參
與或不參與都不會影響你的英語成績和你的英語課受教權，任何時間你表明不再參
加或沒興趣參加均可退出。
我很感謝並期待能在英语课堂上和你相見！為了使研究計畫順利進行，煩請撥
冗惠填下列問卷，並於 9月 3日前送交黃鈺倫老師代為收齊以便轉交本人。
研究計畫負責人 陳建君
-------------------------------------------------------------------------------------------------------
姓名：_____________ 班別：_______ 性別： ___ 編號：____
出生年月日：______ 年齡：________ 日期：_____________
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你喜歡參加這計畫嗎？
______Yes（參加） ______No（不參加）
學生姓名_________ 學生座號_______
學生年齡_____________ 參與日期_______
性別 _______
Participant Name _________________ Participant Number ___________ Participant Age _____________ Date of Participation __________ Gender ________________
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APPENDIX E MUSICAL EXPERIENCE QUESTIONNAIRE
In conjunction with the research study, ―The effects of music activities on English pronunciation and vocabulary retention of fourth-grade ESOL students in Chia-Yi, Taiwan‖ Jian-Jun Chen, University of Florida, Investigator Parental Instructions: Please answer the following questions as accurately as possible. This information will be used for statistical purpose only. Please return with your consent form. 1. Does your child currently take private music lessons? □Yes □ No
a. If yes, how many weeks, months, or years has your child taken lessons?
_______________ months
(number) 2. If not taking lessons now, has your child taken lessons before? □Yes □ No
If no, go on to question number 3. a. If yes, how long? __________ months
(number)
b. When did your child stop taking lessons?____________________
(month) 3. Approximately how much time per week does your child participate in organized
musical activities outside of school?_________________ hours/week (number) (circle one) NOTE: Organized activities include: private lesson time, practice time, choir or instrument participation time, family music time, community or school music events, etc.
4. Approximately how much time per week does your child participate in leisure musical activities outside of school? _____________ minutes hours/week (number) (circle one) NOTE: leisure music activities include listening to music on the radio, mp3, ipod, listening to favorite recordings, musical play (includes singing games and playground songs), listening to music videos or music television programs (such as MTV), etc.
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Participant Name _________________ Participant Number ___________ Participant Age _____________ Date of Participation __________ Gender ________________
English Learning Experience Questionnaire
In conjunction with the research study, ―The effects of music activities on English pronunciation and vocabulary retention of fourth- grade ESOL students in Chia-Yi, Taiwan‖ Jian-Jun Chen, University of Florida, Investigator Parental Instructions: Please answer the following questions as accurately as possible. This information will be used for statistical purposes only. Please return with your consent form.
1. Has your child taken English lessons before 3rd grade? □ Yes □ No b. If no, please skip to item number 4 below.
2. Before 3rd grade, how many years has your child taken English lessons?
□ less than one year □ 1 year □ 2 years □ 3 years □ 4 or more than 4 years. If more than 4 years, how many? _____
3. Where did your child learn English before 3rd grade (You many choose more than
one answer)? □ kindergarten □ day care centers □ private lessons □ after-school English program □ others: _____
4. Approximately how long did your child study after school? □ less than 1 hour □ 1
hour □ 2 hours □ 3 hours □ 4 or more than 4 hours : _____ hours
5. Is your child’s after-school English teacher a native English speaker? □ Yes □ No
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音樂經驗問卷調查
「應用音樂活動增進兒童英語發音及詞彙學習之研究」
陳老師 美國佛羅里達大學
參加學生父母請能盡可能確實回答下列問題並擲回此卷:
1. 你的小孩目前有參加個別音樂課程嗎？ 有 無
(請圈)
6. 如果參加個別音樂課程， 您小孩有參語尐星期、月、年?
_______________ 幾個月
(數目)
2. 如果現在沒參加個別音樂課程， 請問之前有參加過嗎? 有 無
如果都沒，請回答問題三
a. 如果是，那多久? __________ 幾個月
(數目)
b. 您小孩何時停止上個別課?____________________
(月)
3. 你小每星期參加校外音樂活動多尐時間?_________ 小時/周
(數目)
備註:校外音樂活動包括:私人上課時間，練習時數，參與合唱或樂器時數，家
庭音樂，社區或學校音樂活動等。)
4. 你小孩每星期校外休閒音樂活動有多尐時數?____________分鐘 小時/周
(數目) (請圈)
備註: 休閒音樂活動包括傾聽收音機音樂，MP3，用 ipod聽喜愛音樂，以及音
樂遊戲等)
143
英語學習經驗
按照自己真實的情形，在下列各題中最適當的□裡打「ˇ」（除「可複選」外，每
題只能打一個ˇ)
1、升上三年級之前有學過英語嗎? □有 □沒有
(如果三年級以前從來沒有學過英語，就請跳過以下的題目，直接至第四題繼續 作
答。)
2、升上三年級之前總共學過多久的英語? □還不到一年 □一年 □二年 □四
年 □四或四年以上:約____年
3、上三年級之前是在那裡學英語呢?（可複選）□幼稚園 □安親班 □家教班
□美語補習班 □其他（請說明） _______________________
4、每週約花多尐時間在校外學習英文:(包含英語家教)
□1小時以內 □1小時 □2小時 □3小時 □4或 4小時以上:約__小時
5、你在補習(或安親、才藝)班的英語老師是不是外籍老師:(包含英語家教)
□是 □不是
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BIOGRAPHICAL SKETCH
Jian Jun Chen is a Ph.D. candidate and Teaching Assistant in music education at
the University of Florida. She currently serves as lab instructor in Music for the
Elementary Child. Ms. Chen earned her Master of Arts degree in music and music
education at Teachers College, Columbia University. In January, 2009, Ms. Chen
presented an interactive workshop titled ―Multicultural Journey to Eastern Europe and
Taiwan‖ at the Florida Music Educators’ Association conference. In April 2009, she
presented research titled ―Assessment: Over the Ocean- outside of the U.S.‖ at the
Second International Symposium on Assessment in Music Education. Her research
areas of interest include indigenous folk music of Taiwan and connections between
music instruction and English language acquisition. Ms. Chen has taught music in New
York City, Taiwan, and Florida. She maintains a piano studio in Gainesville, Florida and
judges piano competitions for the Florida Federation of Music Clubs.
